Psychology HL Skill Progression Mastery Tracker

Easy — Foundations

• 1Defining major depressive disorderDescribe the diagnostic criteria and duration requirements for MDD.ApplicationThe starting point for every explanation and treatment answer.Easy
• 2Prevalence and course of depressionOutline onset, recurrence and demographic patterns in MDD.ApplicationProvides the epidemiological context examiners expect.Easy
• 3Genetic contributions to depressionDescribe heritability evidence from twin and family studies.ApplicationThe biological starting point for a diathesis argument.Easy
• 4The 5-HTT serotonin transporter geneOutline the short allele and its association with depression risk.ApplicationThe specific gene evidence needed for a detailed answer.Easy
• 5Neurotransmitter activity and depressionDescribe the serotonin hypothesis of depressed mood.ApplicationThe classic biological explanation examiners expect named.Easy
• 6Animal research into depressionDescribe learned helplessness and behavioural despair paradigms.ApplicationProvides causal evidence unavailable from human research.Easy

Medium — Applications

• 7Beck's cognitive theory of depressionOutline the negative cognitive triad of self, world and future.ApplicationThe leading cognitive explanation of MDD.Medium
• 8Schemas and depressive thinkingExplain how negative schemas bias attention and recall.ApplicationLinks cognitive theory directly to observable symptoms.Medium
• 9Cognitive distortions in depressionIdentify overgeneralisation, catastrophising and selective abstraction.ApplicationThe specific mechanisms Beck's model proposes.Medium
• 10Cultural influences on major depressive disorderDescribe variation in symptom expression across cultures.ApplicationChallenges the universality of Western diagnostic criteria.Medium
• 11Somatisation and cross-cultural symptom reportingExplain physical presentation of distress in some cultures.ApplicationA key finding in cross-cultural mental health research.Medium
• 12Operant conditioning and depressed behaviourExplain reduced reinforcement maintaining withdrawal.ApplicationThe behavioural account of symptom maintenance.Medium

Hard — Structured IB Questions

• 13Social support as a protective factorExplain buffering effects of relationships on depression risk.ApplicationThe sociocultural contribution to the biopsychosocial model.Hard
• 14Applying a biological explanation to a stimulusExplain depressed behaviour using genetic and neurochemical evidence.ApplicationThe core applied task in Paper 1 short answers.Hard
• 15Applying a cognitive explanation to a stimulusExplain depressed behaviour using schemas and the cognitive triad.ApplicationThe parallel cognitive application task.Hard
• 16Evaluating genetic explanations of depressionAssess concordance rates, shared environment and gene-environment interaction.ApplicationThe standard critical evaluation of biological research.Hard
• 17Evaluating the serotonin hypothesisAssess correlation, treatment delay and reductionism problems.ApplicationA frequently examined critical point.Hard
• 18Evaluating animal models of depressionAssess extrapolation, ecological validity and ethical concerns.ApplicationRequired whenever animal research is cited.Hard

Very Hard — Integrated HL Challenge

• 19Evaluating Beck's cognitive theoryAssess cause and effect direction and supporting therapy evidence.ApplicationThe main critical line for cognitive explanations.Very Hard
• 20Evaluating cultural bias in diagnosisAssess ethnocentrism in diagnostic manuals and criteria.ApplicationConnects 1.1 directly to the HL culture content in 6.1.Very Hard
• 21Constructing a biopsychosocial explanation of depressionIntegrate genetic, cognitive and social factors in one account.ApplicationThe complete structure for an extended response.Very Hard
• 22Evaluating the diathesis-stress modelAssess how vulnerability and stressors interact to produce disorder.ApplicationA high-level integrative model examiners reward.Very Hard
• 23Assessing research methods used in depression researchEvaluate correlational, longitudinal and experimental designs.ApplicationConnects Chapter 1 to the research methods in Chapter 5.Very Hard
• 24Synthesis: explanations of psychological disordersIntegrate levels of analysis into one evaluative framework.ApplicationA capstone model for every disorder question.Very Hard

Easy — Foundations

• 1Defining health psychologyDescribe the study of psychological factors in health and illness.ApplicationFrames obesity and smoking as psychological problems.Easy
• 2Prevalence and trends in obesityOutline global rates and their change over recent decades.ApplicationProvides the epidemiological context for explanations.Easy
• 3Prevalence and trends in smokingOutline global rates and demographic differences in smoking.ApplicationThe parallel context for nicotine dependence.Easy
• 4Health consequences of obesityDescribe cardiovascular, metabolic and psychological outcomes.ApplicationEstablishes why the behaviour is a research priority.Easy
• 5Health consequences of smokingDescribe respiratory, cardiovascular and cancer outcomes.ApplicationEstablishes the stakes of nicotine dependence.Easy
• 6Biological factors in obesityDescribe genetic and metabolic contributions to weight gain.ApplicationThe biological level of analysis for health behaviour.Easy

Medium — Applications

• 7Cultural differences in obesityDescribe variation in prevalence and in body ideals across cultures.ApplicationShows health behaviour is not purely biological.Medium
• 8Cultural differences in smokingDescribe variation in prevalence, norms and gender patterns.ApplicationProvides the sociocultural dimension of smoking.Medium
• 9Social learning explanations of obesityExplain modelling of eating behaviour within families.ApplicationThe main sociocultural explanation examiners expect.Medium
• 10Observational learning of food preferenceExplain acquisition of eating patterns through observation.ApplicationThe specific mechanism behind social learning claims.Medium
• 11Cortisol, stress and obesityDescribe the stress response and its effect on fat storage.ApplicationThe biological pathway linking stress to weight gain.Medium
• 12Stress, coping and health behaviourExplain emotion-focused eating and smoking as coping responses.ApplicationLinks stress research directly to the target behaviours.Medium

Hard — Structured IB Questions

• 13Applying social learning theory to obesityExplain observed eating behaviour using modelling and reinforcement.ApplicationThe core applied task in health behaviour questions.Hard
• 14Applying biological explanations to a health stimulusExplain weight or smoking behaviour using physiological evidence.ApplicationThe biological application task.Hard
• 15Analysing the cortisol pathway in a caseTrace stress, cortisol release and altered eating behaviour.ApplicationDemonstrates a mechanism rather than an assertion.Hard
• 16Evaluating social learning explanations of obesityAssess correlational evidence and shared genetic confounds.ApplicationThe standard critical line for modelling research.Hard
• 17Evaluating biological explanations of obesityAssess reductionism and the recent speed of prevalence change.ApplicationA powerful critical point examiners reward.Hard
• 18Evaluating cross-cultural health researchAssess measurement equivalence and sampling across cultures.ApplicationConnects health research to methodological critique.Hard

Very Hard — Integrated HL Challenge

• 19Evaluating stress research on health behaviourAssess correlational design and cortisol measurement problems.ApplicationRequired whenever the cortisol link is cited.Very Hard
• 20Constructing an integrated explanation of a health behaviourCombine biological, cognitive and sociocultural factors.ApplicationThe complete structure for an extended response.Very Hard
• 21Evaluating the biopsychosocial model of healthAssess explanatory breadth against testability.ApplicationA high-level conceptual evaluation.Very Hard
• 22Assessing determinism in health behaviour explanationsEvaluate biological determinism against personal responsibility.ApplicationAn issue and debate examiners reward explicitly.Very Hard
• 23Evaluating research methods in health psychologyAssess longitudinal, correlational and self-report designs.ApplicationConnects 1.2 to the research methods in Chapter 5.Very Hard
• 24Synthesis: psychology, behaviour and health outcomesIntegrate explanation, evidence and evaluation into one framework.ApplicationA capstone model for health behaviour questions.Very Hard

Easy — Foundations

• 1Aims of treatment and preventionDistinguish symptom reduction, relapse prevention and primary prevention.ApplicationFrames what a treatment is actually trying to achieve.Easy
• 2Pharmacological treatment of depressionDescribe SSRIs and their action on serotonin reuptake.ApplicationThe leading biological treatment for MDD.Easy
• 3Mechanism of SSRI actionExplain increased synaptic serotonin availability over time.ApplicationThe specific mechanism required for a detailed answer.Easy
• 4Pharmacological treatment of nicotine dependenceDescribe nicotine replacement and pharmacological aids.ApplicationThe biological treatment for the second target behaviour.Easy
• 5Biological reductionism in drug treatmentExplain treating disorder as purely a chemical imbalance.ApplicationThe central critical concept in this topic.Easy
• 6Side effects and adherence problemsDescribe common adverse effects and their impact on compliance.ApplicationA practical limitation of pharmacological treatment.Easy

Medium — Applications

• 7Principles of cognitive behavioural therapyDescribe identifying, challenging and restructuring cognitions.ApplicationThe leading psychological treatment for MDD.Medium
• 8Cognitive restructuring techniquesDescribe thought records and behavioural experiments.ApplicationThe specific techniques examiners expect named.Medium
• 9Behavioural activation in depression treatmentExplain scheduling reinforcing activity to break withdrawal.ApplicationLinks treatment directly to operant explanations.Medium
• 10Cognitive behavioural therapy for nicotine addictionDescribe trigger identification and coping skill training.ApplicationThe psychological treatment for smoking cessation.Medium
• 11Relapse prevention strategiesDescribe planning for high-risk situations and lapses.ApplicationAddresses the main failure point of treatment.Medium
• 12Combining drug and psychological treatmentDescribe integrated approaches and their rationale.ApplicationThe approach most supported by outcome evidence.Medium

Hard — Structured IB Questions

• 13Applying a treatment to a described caseRecommend and justify a treatment from stimulus evidence.ApplicationThe core applied task in treatment questions.Hard
• 14Analysing treatment effectiveness evidenceInterpret outcome and relapse data from clinical trials.ApplicationGrounds the evaluation in actual findings.Hard
• 15Comparing drug treatment with psychological treatmentAssess speed, cost, relapse rates and side effects.ApplicationThe most frequently set comparison in this topic.Hard
• 16Evaluating SSRI effectiveness researchAssess placebo effects, publication bias and trial length.ApplicationA critical point that lifts a treatment evaluation.Hard
• 17Evaluating cognitive behavioural therapyAssess evidence base, accessibility, cost and client suitability.ApplicationThe standard evaluation of psychological treatment.Hard
• 18Evaluating biological reductionism in treatmentAssess ignoring social and cognitive causes of disorder.ApplicationThe central conceptual critique in this topic.Hard

Very Hard — Integrated HL Challenge

• 19Constructing an integrated treatment evaluationCombine mechanism, evidence and limitations in one answer.ApplicationThe complete structure for an extended response.Very Hard
• 20Evaluating cultural appropriateness of treatmentsAssess whether Western therapies transfer across cultures.ApplicationConnects 1.3 to the HL culture content in 6.1.Very Hard
• 21Assessing ethical issues in treatment researchEvaluate consent, control groups and withdrawal of treatment.ApplicationConnects treatment research to research ethics.Very Hard
• 22Evaluating prevention against treatmentJudge resource allocation between the two approaches.ApplicationA demanding policy-level evaluation.Very Hard
• 23Assessing methodological issues in outcome researchEvaluate blinding, attrition and self-report outcome measures.ApplicationConnects 1.3 to research methods in Chapter 5.Very Hard
• 24Synthesis: explanation, treatment and clinical judgementIntegrate cause, intervention and evidence into one framework.ApplicationA capstone model closing the whole of Chapter 1.Very Hard

Easy — Foundations

• 1Defining developmental psychologyDescribe the study of change across the lifespan.ApplicationFrames every explanation in this chapter.Easy
• 2Brain maturationDescribe the sequence of neural development from birth to adulthood.ApplicationThe biological foundation of cognitive development.Easy
• 3Synaptic pruningExplain the elimination of unused connections during development.ApplicationExplains efficiency gains alongside lost flexibility.Easy
• 4Prefrontal cortex developmentDescribe late maturation and its behavioural consequences.ApplicationExplains adolescent risk-taking and impulse control.Easy
• 5NeuroplasticityDescribe the brain's capacity to reorganise in response to experience.ApplicationThe mechanism linking environment to brain structure.Easy
• 6Vygotsky's sociocultural theoryDescribe development driven by social interaction and language.ApplicationThe leading sociocultural account of cognitive growth.Easy

Medium — Applications

• 7The zone of proximal developmentExplain the gap between independent and assisted performance.ApplicationVygotsky's central and most examined concept.Medium
• 8ScaffoldingDescribe graduated support withdrawn as competence increases.ApplicationThe applied mechanism of sociocultural learning.Medium
• 9Piaget's stages of cognitive developmentIdentify sensorimotor, preoperational, concrete and formal stages.ApplicationThe classic stage theory examiners expect named.Medium
• 10Assimilation and accommodationExplain schema adjustment in response to new information.ApplicationPiaget's mechanism of cognitive change.Medium
• 11Conservation and egocentrismDescribe the key limitations of preoperational thinking.ApplicationThe findings Piaget's tasks were designed to reveal.Medium
• 12Theory of mindDescribe understanding that others hold different mental states.ApplicationA developmental milestone with wide social consequences.Medium

Hard — Structured IB Questions

• 13Applying Piaget to observed child behaviourIdentify the stage and explain the behaviour accordingly.ApplicationThe core applied task in developmental questions.Hard
• 14Applying Vygotsky to a learning situationExplain assisted performance using the zone and scaffolding.ApplicationThe parallel sociocultural application task.Hard
• 15Analysing false belief task evidenceInterpret findings on theory of mind emergence.ApplicationThe key study evidence for theory of mind.Hard
• 16Comparing Piaget and VygotskyContrast individual construction with social mediation.ApplicationThe most frequently set comparison in this topic.Hard
• 17Evaluating Piaget's theoryAssess underestimated competence, task demands and cultural bias.ApplicationThe standard critical evaluation of stage theory.Hard
• 18Evaluating Vygotsky's theoryAssess vagueness of mechanisms and limited experimental support.ApplicationPrevents uncritical endorsement of the alternative.Hard

Very Hard — Integrated HL Challenge

• 19Evaluating neuroplasticity researchAssess correlational imaging evidence and causal inference.ApplicationRequired whenever brain imaging studies are cited.Very Hard
• 20Constructing an integrated account of cognitive developmentCombine biological maturation with social and cognitive factors.ApplicationThe complete structure for an extended response.Very Hard
• 21Evaluating nature and nurture in developmentAssess the interaction of maturation and experience.ApplicationA core issue and debate examiners reward.Very Hard
• 22Assessing cultural bias in developmental researchEvaluate whether stages and tasks generalise across cultures.ApplicationConnects 2.1 to the HL culture content in 6.2.Very Hard
• 23Evaluating research methods in developmental psychologyAssess cross-sectional, longitudinal and observational designs.ApplicationConnects Chapter 2 to research methods in Chapter 5.Very Hard
• 24Synthesis: maturation, interaction and cognitive growthIntegrate biological and sociocultural accounts into one framework.ApplicationA capstone model for developmental questions.Very Hard

Easy — Foundations

• 1Bowlby's attachment theoryDescribe the innate bond formed with a primary caregiver.ApplicationThe foundational theory of early social development.Easy
• 2The internal working modelExplain the mental template guiding later relationships.ApplicationThe mechanism linking infancy to adult relationships.Easy
• 3Monotropy and the critical periodDescribe the primary bond and its proposed sensitive window.ApplicationThe most contested claims in Bowlby's theory.Easy
• 4Consequences of insufficient attachmentDescribe deprivation, privation and institutional care effects.ApplicationThe evidence base for attachment claims.Easy
• 5Ainsworth's attachment classificationsIdentify secure, avoidant and ambivalent attachment types.ApplicationThe measurement framework used in attachment research.Easy
• 6EnculturationDescribe learning the norms and values of one's own culture.ApplicationThe sociocultural process shaping identity.Easy

Medium — Applications

• 7Cultural influences on identity formationExplain how cultural context shapes self-concept.ApplicationConnects identity development to culture directly.Medium
• 8Social identity theory in developmentExplain identity derived from group membership.ApplicationLinks developmental and social psychology.Medium
• 9Peer influence in adolescenceExplain the shift from family to peer reference groups.ApplicationExplains adolescent conformity and risk behaviour.Medium
• 10Developmental effects of povertyDescribe cognitive, health and educational consequences of deprivation.ApplicationA major environmental influence on development.Medium
• 11Childhood exposure to conflictDescribe developmental consequences of war and violence.ApplicationThe most severe environmental disruption studied.Medium
• 12Resilience in developmentExplain factors protecting children from adverse outcomes.ApplicationPrevents deterministic conclusions about adversity.Medium

Hard — Structured IB Questions

• 13Applying attachment theory to a described caseExplain relationship behaviour using the internal working model.ApplicationThe core applied task in identity questions.Hard
• 14Analysing strange situation evidenceInterpret classification data and its behavioural indicators.ApplicationThe key study evidence for attachment types.Hard
• 15Analysing poverty research findingsInterpret correlational evidence on deprivation and outcomes.ApplicationGrounds the argument in actual data.Hard
• 16Evaluating Bowlby's attachment theoryAssess determinism, critical period evidence and cultural bias.ApplicationThe standard critical evaluation of attachment.Hard
• 17Evaluating the strange situation procedureAssess ecological validity and cross-cultural applicability.ApplicationA frequently examined methodological critique.Hard
• 18Evaluating research on institutional deprivationAssess confounding variables and natural experiment limitations.ApplicationRequired whenever deprivation studies are cited.Hard

Very Hard — Integrated HL Challenge

• 19Evaluating poverty researchAssess correlation, selection effects and third variables.ApplicationPrevents overclaiming causal effects of poverty.Very Hard
• 20Constructing an integrated account of identity developmentCombine attachment, culture and peer influence in one explanation.ApplicationThe complete structure for an extended response.Very Hard
• 21Evaluating cultural bias in attachment researchAssess whether secure attachment is a universal ideal.ApplicationConnects 2.2 to the HL culture content in 6.2.Very Hard
• 22Assessing ethical issues in developmental researchEvaluate consent, distress and long-term follow-up with children.ApplicationA required consideration in child research.Very Hard
• 23Evaluating determinism in early experience researchAssess whether early attachment fixes later outcomes.ApplicationA core issue and debate examiners reward.Very Hard
• 24Synthesis: attachment, culture and the developing selfIntegrate biological, social and cultural influences on identity.ApplicationA capstone model closing the whole of Chapter 2.Very Hard

Easy — Foundations

• 1Defining social psychologyDescribe the study of how others influence thought and behaviour.ApplicationFrames every explanation in this chapter.Easy
• 2AcculturationDescribe psychological change following contact with a new culture.ApplicationThe central concept linking migration and wellbeing.Easy
• 3Berry's acculturation strategiesIdentify integration, assimilation, separation and marginalisation.ApplicationThe framework examiners expect named in acculturation answers.Easy
• 4Acculturative stress and mental wellbeingExplain the psychological cost of cultural adaptation.ApplicationLinks acculturation directly to mental health outcomes.Easy
• 5Compliance definedDescribe outward agreement without private acceptance.ApplicationDistinguishes compliance from conformity and obedience.Easy
• 6Commitment as a compliance strategyDescribe foot-in-the-door and low-balling techniques.ApplicationThe specific compliance techniques examiners expect.Easy

Medium — Applications

• 7Conformity definedDescribe changing behaviour to match group norms.ApplicationThe core social influence process in this topic.Medium
• 8Normative and informational social influenceDistinguish conforming to be liked from conforming to be right.ApplicationThe explanatory mechanisms behind conformity findings.Medium
• 9Cultural dimensions of group behaviourDescribe individualism and collectivism as behavioural dimensions.ApplicationExplains cross-cultural variation in conformity rates.Medium
• 10Hofstede's cultural dimensionsIdentify power distance, uncertainty avoidance and related dimensions.ApplicationThe framework used in cross-cultural social research.Medium
• 11Social identity theoryExplain in-group favouritism arising from social categorisation.ApplicationThe leading explanation of intergroup behaviour.Medium
• 12Social learning explanations of group behaviourExplain acquisition of group norms through observation.ApplicationThe sociocultural mechanism of norm transmission.Medium

Hard — Structured IB Questions

• 13Applying social identity theory to a stimulusExplain intergroup behaviour using categorisation and comparison.ApplicationThe core applied task in social psychology questions.Hard
• 14Applying conformity research to a described situationExplain group behaviour using normative and informational influence.ApplicationThe parallel conformity application task.Hard
• 15Analysing Asch conformity findingsInterpret conformity rates and the effect of unanimity.ApplicationThe key study evidence for conformity.Hard
• 16Analysing cultural variation in conformityCompare findings across individualist and collectivist samples.ApplicationDemonstrates the cultural dimension of social influence.Hard
• 17Evaluating social identity theoryAssess minimal group evidence and explanatory scope.ApplicationThe standard critical evaluation of the theory.Hard
• 18Evaluating conformity researchAssess artificiality, era effects and cultural bias.ApplicationThe methodological critique of classic social studies.Hard

Very Hard — Integrated HL Challenge

• 19Evaluating acculturation researchAssess self-report measures and cross-sectional design.ApplicationRequired whenever acculturation studies are cited.Very Hard
• 20Evaluating cultural dimensions researchAssess ecological fallacy and dated survey samples.ApplicationA powerful critique of Hofstede's framework.Very Hard
• 21Constructing an integrated explanation of group behaviourCombine identity, learning and cultural factors in one account.ApplicationThe complete structure for an extended response.Very Hard
• 22Evaluating ethical issues in social influence researchAssess deception, distress and informed consent.ApplicationA required consideration in classic social studies.Very Hard
• 23Assessing situational against dispositional explanationsEvaluate whether behaviour reflects the person or the setting.ApplicationA core issue and debate examiners reward.Very Hard
• 24Synthesis: identity, influence and group behaviourIntegrate individual, group and cultural levels into one framework.ApplicationA capstone model for social psychology questions.Very Hard

Easy — Foundations

• 1Defining interpersonal relationshipsDescribe voluntary bonds involving interdependence over time.ApplicationEstablishes the scope of relationship research.Easy
• 2Biological factors in attractionDescribe hormonal and neural correlates of romantic bonding.ApplicationThe biological level of analysis for relationships.Easy
• 3Dopamine and romantic attachmentExplain reward pathway activation during early romantic love.ApplicationThe specific neurochemical evidence examiners expect.Easy
• 4Oxytocin and long-term bondingDescribe the role of oxytocin in sustained attachment.ApplicationDistinguishes early attraction from long-term bonding.Easy
• 5The matching hypothesisDescribe partner selection based on similar attractiveness.ApplicationThe main cognitive explanation of partner choice.Easy
• 6Physical attractiveness and first impressionsExplain the halo effect in initial partner evaluation.ApplicationThe mechanism behind matching hypothesis predictions.Easy

Medium — Applications

• 7Self-disclosure in relationshipsDescribe progressive revelation of personal information.ApplicationThe main process in relationship development.Medium
• 8Social penetration theoryExplain increasing breadth and depth of disclosure over time.ApplicationThe theoretical framework behind self-disclosure research.Medium
• 9Reciprocity in self-disclosureExplain matched revelation building intimacy and trust.ApplicationThe specific mechanism sustaining relationship growth.Medium
• 10Social exchange theoryExplain relationships evaluated through costs and rewards.ApplicationThe leading economic model of relationship maintenance.Medium
• 11Comparison level and alternativesExplain expectations and available alternatives in relationship decisions.ApplicationThe concepts determining satisfaction and commitment.Medium
• 12Equity theory in relationshipsExplain satisfaction derived from perceived fairness of exchange.ApplicationA refinement addressing social exchange limitations.Medium

Hard — Structured IB Questions

• 13Applying social exchange theory to a caseExplain relationship continuation or breakdown using costs and rewards.ApplicationThe core applied task in relationship questions.Hard
• 14Applying biological explanations to attractionExplain romantic behaviour using neurochemical evidence.ApplicationThe biological application task.Hard
• 15Analysing matching hypothesis evidenceInterpret findings on attractiveness similarity in couples.ApplicationThe key study evidence for the hypothesis.Hard
• 16Analysing self-disclosure research findingsInterpret evidence on disclosure, reciprocity and intimacy.ApplicationGrounds the argument in actual data.Hard
• 17Evaluating social exchange theoryAssess reductionism, measurement problems and cultural bias.ApplicationThe standard critical evaluation of the theory.Hard
• 18Evaluating biological explanations of attractionAssess correlational imaging and reductionism concerns.ApplicationRequired whenever neurochemical evidence is cited.Hard

Very Hard — Integrated HL Challenge

• 19Evaluating the matching hypothesisAssess mixed evidence and operationalisation of attractiveness.ApplicationA frequently examined critical point.Very Hard
• 20Evaluating research methods in relationship researchAssess self-report, correlational and laboratory limitations.ApplicationConnects Chapter 3 to research methods in Chapter 5.Very Hard
• 21Constructing an integrated explanation of relationshipsCombine biological, cognitive and sociocultural factors.ApplicationThe complete structure for an extended response.Very Hard
• 22Evaluating cultural bias in relationship researchAssess Western assumptions about partner choice and romance.ApplicationConnects 3.2 to the HL culture content in 6.3.Very Hard
• 23Assessing ethical issues in relationship researchEvaluate privacy, sensitive disclosure and participant distress.ApplicationA required consideration in intimate research topics.Very Hard
• 24Synthesis: attraction, exchange and relationship maintenanceIntegrate formation, maintenance and breakdown into one framework.ApplicationA capstone model closing the whole of Chapter 3.Very Hard

Easy — Foundations

• 1Defining cognitive psychologyDescribe the study of mental processes underlying behaviour.ApplicationFrames every explanation in this chapter.Easy
• 2Cognitive biases definedDescribe systematic departures from rational judgement.ApplicationThe organising concept for decision-making research.Easy
• 3Anchoring biasExplain reliance on an initial value when making estimates.ApplicationOne of the two named biases in the syllabus.Easy
• 4Adjustment from the anchorExplain insufficient movement away from the initial value.ApplicationThe mechanism producing anchoring effects.Easy
• 5Confirmation biasExplain preferential search for belief-consistent evidence.ApplicationThe second named bias examiners expect.Easy
• 6Classical conditioningDescribe learning through association of stimuli.ApplicationThe foundational behavioural learning process.Easy

Medium — Applications

• 7Key terms in classical conditioningIdentify unconditioned and conditioned stimuli and responses.ApplicationThe precise vocabulary required for full marks.Medium
• 8Operant conditioningDescribe learning through consequences of behaviour.ApplicationThe second behavioural learning process.Medium
• 9Reinforcement and punishmentDistinguish positive and negative reinforcement from punishment.ApplicationThe most commonly confused set of terms in the course.Medium
• 10Dual-process models of thinkingDescribe fast intuitive and slow deliberate systems.ApplicationThe framework explaining when biases occur.Medium
• 11Schema theoryDescribe organised knowledge structures guiding processing.ApplicationThe central cognitive framework in the syllabus.Medium
• 12Applications of social learning theoryDescribe learning through observation, modelling and vicarious reinforcement.ApplicationThe sociocultural account of learning.Medium

Hard — Structured IB Questions

• 13Applying dual-process theory to a decisionExplain a judgement error using system one processing.ApplicationThe core applied task in decision-making questions.Hard
• 14Applying conditioning principles to behaviourExplain acquired behaviour using association or consequence.ApplicationThe behavioural application task.Hard
• 15Analysing anchoring research findingsInterpret estimate data demonstrating anchor effects.ApplicationThe key study evidence for anchoring.Hard
• 16Analysing social learning research findingsInterpret observational learning evidence such as modelling studies.ApplicationThe key study evidence for social learning.Hard
• 17Evaluating schema theoryAssess explanatory power against vagueness and testability.ApplicationThe standard critical evaluation of schema research.Hard
• 18Evaluating dual-process modelsAssess evidence, oversimplification and circular reasoning.ApplicationA frequently examined critical point.Hard

Very Hard — Integrated HL Challenge

• 19Evaluating research on cognitive biasesAssess laboratory artificiality and ecological validity.ApplicationThe methodological critique of decision research.Very Hard
• 20Evaluating social learning theoryAssess demand characteristics and long-term effect evidence.ApplicationRequired whenever modelling studies are cited.Very Hard
• 21Constructing an integrated explanation of decision-makingCombine cognitive, biological and sociocultural influences.ApplicationThe complete structure for an extended response.Very Hard
• 22Evaluating rationality assumptions in cognitionAssess whether biases represent error or efficient heuristics.ApplicationA high-level conceptual evaluation.Very Hard
• 23Assessing cultural influences on thinking and decision-makingEvaluate cross-cultural variation in reasoning styles.ApplicationConnects 4.1 to the HL culture content in 6.4.Very Hard
• 24Synthesis: learning, bias and cognitive processingIntegrate conditioning, schemas and dual processes into one framework.ApplicationA capstone model for cognitive questions.Very Hard

Easy — Foundations

• 1Defining memory processesDescribe encoding, storage and retrieval as distinct stages.ApplicationThe framework underlying every memory model.Easy
• 2The multi-store model of memoryDescribe sensory, short-term and long-term stores.ApplicationThe foundational memory model examiners expect.Easy
• 3Capacity, duration and encoding of the storesOutline the defining properties of each memory store.ApplicationThe specific detail required for full marks.Easy
• 4Brain damage and memoryDescribe case evidence linking brain regions to memory function.ApplicationProvides biological support for separate memory stores.Easy
• 5The hippocampus and memory formationExplain its role in consolidating new declarative memories.ApplicationThe specific neuroanatomy examiners expect named.Easy
• 6The working memory modelDescribe the central executive and its subsystems.ApplicationThe main alternative to short-term store models.Easy

Medium — Applications

• 7Components of working memoryIdentify the phonological loop, visuospatial sketchpad and buffer.ApplicationThe precise structure required for detailed answers.Medium
• 8Cognitive loadExplain limits on simultaneous processing capacity.ApplicationLinks memory research directly to learning applications.Medium
• 9Comparing major memory modelsContrast multi-store and working memory accounts.ApplicationThe most frequently set comparison in this topic.Medium
• 10Cultural effects on memoryDescribe variation in recall shaped by cultural experience.ApplicationThe sociocultural level of analysis for memory.Medium
• 11Cultural schemasDescribe culturally shared knowledge structures guiding recall.ApplicationThe mechanism behind cultural memory differences.Medium
• 12Learning and spatial memoryDescribe experience-driven change in spatial memory ability.ApplicationLinks memory to neuroplasticity in Chapter 2.Medium

Hard — Structured IB Questions

• 13Applying the working memory model to a taskExplain performance using the relevant subsystems.ApplicationThe core applied task in memory questions.Hard
• 14Applying schema theory to reconstructive recallExplain distorted recall using cultural or personal schemas.ApplicationThe classic reconstructive memory application.Hard
• 15Analysing brain damage case evidenceInterpret patient findings on preserved and impaired memory.ApplicationThe key evidence for separable memory systems.Hard
• 16Analysing computer gaming and memory researchInterpret findings on gaming effects on cognitive performance.ApplicationA contemporary application in the syllabus.Hard
• 17Evaluating the multi-store modelAssess oversimplification and evidence for subdivided stores.ApplicationThe standard critical evaluation of the model.Hard
• 18Evaluating the working memory modelAssess the vagueness of the central executive.ApplicationThe main critical line for the alternative model.Hard

Very Hard — Integrated HL Challenge

• 19Evaluating case study evidence in memory researchAssess generalisability and uncontrolled variables.ApplicationRequired whenever patient cases are cited.Very Hard
• 20Evaluating cultural research on memoryAssess measurement equivalence and material familiarity.ApplicationConnects memory research to cross-cultural critique.Very Hard
• 21Constructing an integrated explanation of memoryCombine biological, cognitive and cultural evidence in one account.ApplicationThe complete structure for an extended response.Very Hard
• 22Evaluating reductionism in memory researchAssess localisation claims against distributed processing.ApplicationA core issue and debate examiners reward.Very Hard
• 23Assessing research methods in memory researchEvaluate laboratory experiments, case studies and imaging.ApplicationConnects Chapter 4 to research methods in Chapter 5.Very Hard
• 24Synthesis: models, evidence and memory performanceIntegrate structure, process and culture into one framework.ApplicationA capstone model closing the whole of Chapter 4.Very Hard

Easy — Foundations

• 1Quantitative and qualitative researchDistinguish numerical measurement from interpretive investigation.ApplicationThe first decision in any research design.Easy
• 2Aims, hypotheses and variablesDistinguish research aims from testable predictions.ApplicationThe precise vocabulary examiners require.Easy
• 3Independent and dependent variablesIdentify what is manipulated and what is measured.ApplicationThe core of every experimental description.Easy
• 4The true experimentDescribe random allocation and manipulation of an independent variable.ApplicationThe only design supporting causal conclusions.Easy
• 5Quasi and natural experimentsDescribe designs where allocation is not controlled by the researcher.ApplicationExplains research on variables that cannot be manipulated.Easy
• 6Field and laboratory experimentsContrast control with ecological validity across settings.ApplicationThe central trade-off in experimental design.Easy

Medium — Applications

• 7Naturalistic observationDescribe recording behaviour without intervention in a natural setting.ApplicationThe main non-experimental behavioural method.Medium
• 8Participant and non-participant observationDistinguish researcher involvement in the observed group.ApplicationDetermines access, influence and ethical demands.Medium
• 9Covert and overt observationDistinguish concealed from disclosed researcher presence.ApplicationThe main ethical decision in observational research.Medium
• 10Surveys and questionnairesDescribe standardised self-report instruments for large samples.ApplicationThe main method for gathering broad self-report data.Medium
• 11InterviewsDistinguish structured, semi-structured and unstructured formats.ApplicationThe main qualitative data collection method.Medium
• 12Correlational and case study researchDescribe association measurement and in-depth single case investigation.ApplicationTwo non-experimental designs examined regularly.Medium

Hard — Structured IB Questions

• 13Selecting an appropriate method for a research aimJustify a design from the question, ethics and practicality.ApplicationThe core applied task in methods questions.Hard
• 14Identifying variables in a described studyExtract the independent, dependent and control variables.ApplicationA frequently examined Paper 3 skill.Hard
• 15Analysing the limitations of a described methodIdentify the specific weakness given the study's aim.ApplicationMoves an answer beyond generic criticism.Hard
• 16Evaluating experiments against non-experimental methodsAssess causal inference against ecological validity.ApplicationThe central methodological evaluation.Hard
• 17Evaluating observational researchAssess observer bias, reactivity and inter-rater reliability.ApplicationThe standard critique of observational designs.Hard
• 18Evaluating interviews and questionnairesAssess social desirability, question wording and response rates.ApplicationThe standard critique of self-report data.Hard

Very Hard — Integrated HL Challenge

• 19Evaluating correlational researchAssess third variables and the direction of causality.ApplicationPrevents the most common inferential error.Very Hard
• 20Evaluating case study researchAssess depth against generalisability and researcher bias.ApplicationRequired whenever case evidence is cited.Very Hard
• 21Constructing an integrated methodological justificationCombine method, sampling and ethics into one design rationale.ApplicationThe complete structure for a Paper 3 design answer.Very Hard
• 22Evaluating ethical considerations across methodsAssess consent, deception, debriefing and withdrawal.ApplicationA required element in every methods evaluation.Very Hard
• 23Assessing method choice in a specific research areaEvaluate why one method dominates a particular field.ApplicationConnects methodology to the content chapters.Very Hard
• 24Synthesis: aims, methods and evidence qualityIntegrate design, data type and inference into one framework.ApplicationA capstone model for the whole of Chapter 5.Very Hard

Easy — Foundations

• 1Reliability definedDescribe the consistency of a measure across occasions.ApplicationThe first criterion for judging quantitative research.Easy
• 2Types of reliabilityIdentify test-retest, inter-rater and internal consistency.ApplicationThe precise forms examiners expect distinguished.Easy
• 3Internal validityDescribe whether the study measures what it intends to measure.ApplicationThe criterion determining causal confidence.Easy
• 4External validity and ecological validityDescribe generalisability to other settings and situations.ApplicationThe criterion determining real-world relevance.Easy
• 5Threats to internal validityIdentify confounding variables, demand characteristics and attrition.ApplicationThe diagnostic list for evaluating an experiment.Easy
• 6GeneralisabilityDescribe the extent findings apply beyond the sample studied.ApplicationThe bridge between a study and a general claim.Easy

Medium — Applications

• 7Researcher biasDescribe expectancy effects influencing conduct and interpretation.ApplicationA threat present in quantitative and qualitative work.Medium
• 8Participant biasDescribe demand characteristics and social desirability effects.ApplicationThe participant-side threat to validity.Medium
• 9ReflexivityDescribe researcher awareness of personal influence on findings.ApplicationThe qualitative response to researcher bias.Medium
• 10Credibility and transferabilityDescribe qualitative equivalents of validity and generalisability.ApplicationThe criteria used to judge qualitative research.Medium
• 11Sampling techniquesIdentify random, stratified, opportunity, purposive and snowball sampling.ApplicationDetermines who the findings can be applied to.Medium
• 12Sampling biasDescribe systematic unrepresentativeness in a selected sample.ApplicationThe main limit on generalising any finding.Medium

Hard — Structured IB Questions

• 13Identifying threats to validity in a described studyDiagnose the specific confound present in a scenario.ApplicationA core Paper 3 applied task.Hard
• 14Evaluating the sampling method in a studyAssess representativeness given the research population.ApplicationA frequently examined evaluation point.Hard
• 15Analysing reliability evidenceInterpret consistency data for a described measure.ApplicationGrounds the evaluation in the reported findings.Hard
• 16Evaluating generalisability of a specific studyAssess sample, setting and task in relation to the claim.ApplicationPrevents generic statements about small samples.Hard
• 17Evaluating controls used in a studyAssess counterbalancing, standardisation and randomisation.ApplicationRecognises design strengths as well as weaknesses.Hard
• 18Evaluating qualitative research qualityAssess credibility, reflexivity and transferability.ApplicationThe qualitative parallel to validity evaluation.Hard

Very Hard — Integrated HL Challenge

• 19Constructing an integrated evaluation of a studyCombine validity, reliability, sampling and ethics.ApplicationThe complete structure for a Paper 3 evaluation.Very Hard
• 20Evaluating triangulationAssess combining methods, data sources or researchers.ApplicationThe main strategy for strengthening qualitative claims.Very Hard
• 21Assessing bias across the research processEvaluate bias at design, conduct, analysis and reporting stages.ApplicationA systematic rather than piecemeal critique.Very Hard
• 22Evaluating cultural bias in research designAssess ethnocentric materials, samples and assumptions.ApplicationConnects methodology to the HL culture chapter.Very Hard
• 23Assessing replication in psychological scienceEvaluate the implications of failed replications.ApplicationA contemporary issue examiners increasingly expect.Very Hard
• 24Synthesis: validity, reliability and research qualityIntegrate criteria for judging both research traditions.ApplicationA capstone model for research evaluation.Very Hard

Easy — Foundations

• 1Levels of measurementIdentify nominal, ordinal, interval and ratio data.ApplicationDetermines which graph and test are appropriate.Easy
• 2Frequency tablesConstruct and interpret a table of counts across categories.ApplicationThe starting point for describing a data set.Easy
• 3Graphical presentation of dataSelect bar charts, histograms and scatterplots appropriately.ApplicationA skill assessed directly in Paper 3.Easy
• 4Box-and-whisker plotsConstruct plots showing median, quartiles and range.ApplicationThe plot named explicitly in the HL syllabus.Easy
• 5Data distributionsDescribe normal, skewed and bimodal distributions.ApplicationDetermines which descriptive statistic is suitable.Easy
• 6Measures of central tendencyCalculate and select mean, median and mode.ApplicationThe basic summary of any data set.Easy

Medium — Applications

• 7Measures of dispersionCalculate range and standard deviation.ApplicationDescribes variability that averages conceal.Medium
• 8Identification of outliersDescribe methods for detecting extreme values.ApplicationExplains distortion of means and correlations.Medium
• 9Probability and significanceExplain the meaning of a p value and the 0.05 threshold.ApplicationThe conceptual basis of all inferential testing.Medium
• 10Inferential statisticsDescribe testing whether results are likely due to chance.ApplicationThe purpose of every statistical test.Medium
• 11Choosing a statistical testSelect a test from design, level of measurement and aim.ApplicationThe most examined HL statistics decision.Medium
• 12Correlation coefficientsInterpret the strength and direction of a correlation value.ApplicationQuantifies association without implying causation.Medium

Hard — Structured IB Questions

• 13Calculating descriptive statistics from dataCompute central tendency and dispersion accurately.ApplicationA routinely examined HL quantitative task.Hard
• 14Constructing and interpreting a box plotDraw the plot and describe the distribution shown.ApplicationA directly assessed HL practical skill.Hard
• 15Interpreting a significance test resultState a conclusion about the hypothesis from a p value.ApplicationThe core inferential task in Paper 3.Hard
• 16Analysing a skewed distributionSelect and justify the appropriate summary statistic.ApplicationDemonstrates understanding rather than formula recall.Hard
• 17Interpreting a correlation coefficient in contextExplain what a given value means for the research question.ApplicationPrevents overinterpretation of weak correlations.Hard
• 18Analysing outliers and their influenceEvaluate the effect of extreme values on conclusions.ApplicationA frequently examined analytical point.Hard

Very Hard — Integrated HL Challenge

• 19Thematic analysisDescribe identifying, coding and reporting themes in qualitative data.ApplicationThe named qualitative analysis method in the syllabus.Very Hard
• 20Constructing an integrated data interpretationCombine descriptive, graphical and inferential evidence.ApplicationThe complete structure for a Paper 3 data question.Very Hard
• 21Evaluating the limitations of statistical significanceAssess sample size effects and the arbitrary threshold.ApplicationA high-level critique examiners reward.Very Hard
• 22Assessing effect size against significanceEvaluate practical importance alongside statistical significance.ApplicationPrevents equating significance with importance.Very Hard
• 23Evaluating thematic analysisAssess subjectivity, transparency and researcher influence.ApplicationThe required critique of qualitative analysis.Very Hard
• 24Synthesis: data, inference and psychological conclusionsIntegrate description, analysis and interpretation into one framework.ApplicationA capstone model closing the whole of Chapter 5.Very Hard

Easy — Foundations

• 1Defining culture in psychologyDescribe shared norms, values and practices transmitted between generations.ApplicationThe foundational concept for the whole HL extension.Easy
• 2Cultural influences on mental health conditionsDescribe variation in prevalence and expression of disorders.ApplicationChallenges the universality of Western clinical categories.Easy
• 3Culture-bound syndromesDescribe conditions recognised only within specific cultural settings.ApplicationThe clearest evidence for cultural specificity of disorder.Easy
• 4Culture and psychological diagnosisDescribe how cultural context affects diagnostic judgement.ApplicationExplains misdiagnosis across cultural boundaries.Easy
• 5Ethnocentrism in diagnostic manualsExplain the Western basis of major classification systems.ApplicationThe central critical concept in this topic.Easy
• 6Similarities in depression across culturesDescribe core symptoms observed across cultural settings.ApplicationThe etic evidence for universality of MDD.Easy

Medium — Applications

• 7Differences in depression across culturesDescribe variation in symptom emphasis and help-seeking.ApplicationThe emic evidence for cultural specificity.Medium
• 8Somatisation across culturesExplain physical expression of psychological distress.ApplicationThe most cited cross-cultural difference in MDD.Medium
• 9Stigma and help-seeking behaviourExplain cultural variation in willingness to seek treatment.ApplicationExplains differences in recorded prevalence rates.Medium
• 10Cultural dimensions and mental healthExplain individualism and collectivism in distress and support.ApplicationConnects Chapter 6 to social psychology in 3.1.Medium
• 11Acculturation and mental wellbeingExplain psychological consequences of cultural transition.ApplicationLinks culture directly to clinical outcomes.Medium
• 12Culturally adapted treatmentDescribe modification of therapy for cultural appropriateness.ApplicationThe applied response to cultural bias in treatment.Medium

Hard — Structured IB Questions

• 13Applying cultural explanations to a clinical stimulusExplain described symptoms using cultural context.ApplicationThe core applied task in HL culture questions.Hard
• 14Analysing cross-cultural prevalence dataInterpret rate differences accounting for measurement issues.ApplicationPrevents naive conclusions from prevalence comparisons.Hard
• 15Analysing the effect of stigma on reported ratesExplain underreporting as an explanation for low prevalence.ApplicationA sophisticated methodological point examiners reward.Hard
• 16Evaluating clinician and criteria bias in diagnosisAssess diagnostic criteria, language barriers and clinician assumptions.ApplicationThe standard critical evaluation in this topic.Hard
• 17Evaluating cross-cultural research on depressionAssess translation, sampling and measurement equivalence.ApplicationRequired whenever cross-cultural data is cited.Hard
• 18Evaluating the universality of psychological disordersAssess etic evidence against emic variation.ApplicationThe central conceptual evaluation in Chapter 6.Hard

Very Hard — Integrated HL Challenge

• 19Evaluating culturally adapted treatmentsAssess effectiveness evidence and implementation difficulty.ApplicationConnects HL culture content to treatment in 1.3.Very Hard
• 20Constructing an integrated cultural analysis of wellbeingCombine prevalence, expression, diagnosis and treatment.ApplicationThe complete structure for an HL extended response.Very Hard
• 21Evaluating the imposed etic problemAssess applying Western constructs to other cultures.ApplicationA high-level methodological critique examiners reward.Very Hard
• 22Assessing generalisability of Western clinical researchEvaluate the dominance of Western samples in the evidence base.ApplicationConnects culture to research methods in Chapter 5.Very Hard
• 23Evaluating ethical issues in cross-cultural clinical researchAssess consent, interpretation and community consultation.ApplicationA required consideration in cross-cultural work.Very Hard
• 24Synthesis: culture, distress and clinical judgementIntegrate universality, variation and diagnosis into one framework.ApplicationA capstone model for HL clinical questions.Very Hard

Easy — Foundations

• 1Cultural influences on parentingDescribe variation in caregiving practices across cultures.ApplicationThe main developmental application of cultural psychology.Easy
• 2Independent and interdependent socialisation goalsContrast raising autonomous with relationally embedded children.ApplicationExplains systematic differences in parenting practice.Easy
• 3Cultural variation in attachment classificationsDescribe differing distributions of attachment types across cultures.ApplicationThe key evidence challenging attachment universality.Easy
• 4Etic approaches to developmental researchDescribe studying behaviour using externally derived categories.ApplicationOne of the two named methodological approaches.Easy
• 5Emic approaches to developmental researchDescribe studying behaviour using culturally derived categories.ApplicationThe alternative approach examiners expect contrasted.Easy
• 6The imposed eticExplain applying one culture's framework to another.ApplicationThe central methodological problem in this topic.Easy

Medium — Applications

• 7Culture and identity developmentExplain how cultural context shapes self-concept formation.ApplicationConnects culture to identity development in 2.2.Medium
• 8Independent and interdependent self-construalsContrast self defined by attributes with self defined by relationships.ApplicationThe main cultural difference in self-concept research.Medium
• 9Enculturation and socialisationDescribe acquisition of one's own cultural norms.ApplicationThe mechanism of cultural transmission across generations.Medium
• 10Cultural influences on cognitive developmentDescribe variation in the timing and content of cognitive milestones.ApplicationChallenges the universality of Piagetian stages.Medium
• 11Vygotsky and cultural toolsExplain culturally specific tools shaping cognitive development.ApplicationConnects sociocultural theory in 2.1 to Chapter 6.Medium
• 12Bicultural identity developmentDescribe identity formation across two cultural contexts.ApplicationA contemporary application in migration research.Medium

Hard — Structured IB Questions

• 13Applying cultural concepts to a developmental stimulusExplain described parenting or identity using cultural constructs.ApplicationThe core applied task in this topic.Hard
• 14Analysing cross-cultural attachment dataInterpret classification distributions across national samples.ApplicationThe key evidence for evaluating attachment universality.Hard
• 15Comparing etic and emic research findingsContrast conclusions produced by each approach.ApplicationDemonstrates how method shapes findings.Hard
• 16Evaluating the strange situation as a cultural measureAssess whether the procedure is valid outside Western samples.ApplicationThe standard critique of developmental universality claims.Hard
• 17Evaluating etic approaches in developmental researchAssess comparability against imposition of foreign categories.ApplicationThe required methodological evaluation.Hard
• 18Evaluating emic approaches in developmental researchAssess cultural sensitivity against limited comparability.ApplicationPrevents treating emic research as automatically superior.Hard

Very Hard — Integrated HL Challenge

• 19Evaluating cultural dimensions in developmental researchAssess individualism and collectivism as explanatory constructs.ApplicationA critique of overused cultural categories.Very Hard
• 20Constructing an integrated cultural analysis of developmentCombine parenting, identity and methodology in one account.ApplicationThe complete structure for an HL extended response.Very Hard
• 21Evaluating universality claims in developmental theoryAssess whether developmental sequences are culturally invariant.ApplicationThe central conceptual evaluation in this topic.Very Hard
• 22Assessing sampling bias in developmental researchEvaluate reliance on Western educated samples.ApplicationConnects culture to generalisability in 5.2.Very Hard
• 23Evaluating ethical issues in cross-cultural developmental researchAssess consent, interpretation and community involvement.ApplicationA required consideration when researching children abroad.Very Hard
• 24Synthesis: culture, method and developmental explanationIntegrate practice, identity and methodology into one framework.ApplicationA capstone model for HL developmental questions.Very Hard

Easy — Foundations

• 1Cultural influences on relationship formationDescribe variation in how partnerships are initiated.ApplicationThe starting point for cross-cultural relationship research.Easy
• 2Arranged and autonomous marriageContrast family-directed with individually chosen partnerships.ApplicationThe most examined cultural difference in relationships.Easy
• 3Cultural expectations of marriageDescribe variation in the purpose and permanence of marriage.ApplicationExplains differing satisfaction and divorce patterns.Easy
• 4Individualism, collectivism and relationshipsExplain relationship priorities across cultural dimensions.ApplicationConnects relationship research to cultural frameworks.Easy
• 5Cultural variation in love and romanceDescribe differing emphasis on romantic love in partner choice.ApplicationChallenges Western assumptions in relationship theory.Easy
• 6Interpersonal communication across culturesDescribe variation in directness and expression.ApplicationThe practical dimension of cultural relationship differences.Easy

Medium — Applications

• 7High-context and low-context communicationContrast implicit contextual with explicit verbal communication.ApplicationThe framework examiners expect named.Medium
• 8Self-disclosure across culturesDescribe variation in appropriate depth and pace of disclosure.ApplicationConnects 6.3 directly to self-disclosure research in 3.2.Medium
• 9Cultural influences on relationship maintenanceDescribe variation in obligation, family involvement and duration.ApplicationExplains differing patterns of relationship stability.Medium
• 10Intercultural relationshipsDescribe partnerships spanning different cultural backgrounds.ApplicationA contemporary application in migration research.Medium
• 11Culture and relationship dissolutionDescribe variation in acceptability and process of separation.ApplicationCompletes the relationship lifecycle across cultures.Medium
• 12Acculturation and intimate relationshipsExplain relationship strain during cultural transition.ApplicationLinks culture, migration and interpersonal outcomes.Medium

Hard — Structured IB Questions

• 13Applying cultural concepts to a relationship stimulusExplain described relationship behaviour using cultural constructs.ApplicationThe core applied task in this topic.Hard
• 14Analysing cross-cultural marriage satisfaction dataInterpret satisfaction findings across marriage types.ApplicationThe key evidence in arranged marriage research.Hard
• 15Analysing communication differences in a described interactionExplain misunderstanding using context-based communication styles.ApplicationA frequently examined applied task.Hard
• 16Evaluating cultural bias in relationship theoriesAssess Western assumptions in exchange and matching theories.ApplicationConnects 6.3 back to Chapter 3 critically.Hard
• 17Evaluating cross-cultural relationship researchAssess translation, sampling and self-report equivalence.ApplicationRequired whenever cross-cultural data is cited.Hard
• 18Evaluating research on arranged marriageAssess selection effects and social desirability in reporting.ApplicationPrevents naive conclusions from satisfaction data.Hard

Very Hard — Integrated HL Challenge

• 19Evaluating cultural dimensions in relationship researchAssess the ecological fallacy in applying national scores to individuals.ApplicationA sophisticated methodological critique.Very Hard
• 20Constructing an integrated cultural analysis of relationshipsCombine formation, communication and maintenance in one account.ApplicationThe complete structure for an HL extended response.Very Hard
• 21Evaluating universality in relationship theoryAssess whether exchange principles apply across cultures.ApplicationThe central conceptual evaluation in this topic.Very Hard
• 22Assessing globalisation and changing relationship normsEvaluate convergence of relationship practices over time.ApplicationA contemporary application examiners reward.Very Hard
• 23Evaluating ethical issues in cross-cultural relationship researchAssess privacy, sensitivity and community expectations.ApplicationA required consideration in intimate cross-cultural work.Very Hard
• 24Synthesis: culture, communication and interpersonal outcomesIntegrate formation, maintenance and method into one framework.ApplicationA capstone model for HL relationship questions.Very Hard

Easy — Foundations

• 1Cultural influences on cognitionDescribe variation in perception, categorisation and reasoning.ApplicationThe core claim of cultural cognitive psychology.Easy
• 2Analytic and holistic thinking stylesContrast focus on objects with focus on context and relationships.ApplicationThe most examined cross-cultural cognitive difference.Easy
• 3Cultural schemas and memoryExplain culturally shared knowledge structures guiding recall.ApplicationConnects 6.4 directly to schema research in 4.2.Easy
• 4Cultural influences on learningDescribe variation in valued learning styles and practices.ApplicationThe educational application of cultural cognition.Easy
• 5Rote and constructivist learning traditionsContrast memorisation-focused with inquiry-focused approaches.ApplicationExplains differing classroom practice across cultures.Easy
• 6Bilingualism definedDescribe competence in using two languages regularly.ApplicationThe starting point for bilingual cognition research.Easy

Medium — Applications

• 7Bilingualism and executive functionExplain proposed advantages in attentional control.ApplicationThe main cognitive benefit claimed for bilingualism.Medium
• 8Bilingualism and language processing costsDescribe slower lexical access and vocabulary effects.ApplicationThe counterweight required for balanced evaluation.Medium
• 9Linguistic relativityDescribe the claim that language shapes thought.ApplicationThe classic hypothesis about language and cognition.Medium
• 10Cultural influences on categorisationDescribe variation in grouping objects taxonomically or relationally.ApplicationThe key evidence for analytic and holistic differences.Medium
• 11Culture and attentionDescribe variation in attending to focal objects or context.ApplicationProvides perceptual evidence for cognitive differences.Medium
• 12Formal education and cognitive performanceExplain schooling as a confound in cross-cultural cognition research.ApplicationThe most important methodological point in this topic.Medium

Hard — Structured IB Questions

• 13Applying cultural cognition to a described taskExplain performance differences using thinking style constructs.ApplicationThe core applied task in this topic.Hard
• 14Analysing cross-cultural cognitive task dataInterpret performance differences across cultural samples.ApplicationThe key evidence for cultural cognition claims.Hard
• 15Analysing bilingualism research findingsInterpret evidence on executive control advantages.ApplicationGrounds the bilingual debate in actual data.Hard
• 16Evaluating research on thinking stylesAssess sample, task familiarity and education confounds.ApplicationThe standard critical evaluation in this topic.Hard
• 17Evaluating bilingual advantage researchAssess replication failures and publication bias.ApplicationA contemporary critical debate examiners reward.Hard
• 18Evaluating linguistic relativity evidenceAssess strong and weak versions of the hypothesis.ApplicationDistinguishes defensible from overstated claims.Hard

Very Hard — Integrated HL Challenge

• 19Evaluating cultural bias in cognitive testingAssess material familiarity and translation equivalence.ApplicationConnects 6.4 to research methods in Chapter 5.Very Hard
• 20Constructing an integrated cultural analysis of cognitionCombine thinking style, memory and language in one account.ApplicationThe complete structure for an HL extended response.Very Hard
• 21Evaluating universality of cognitive processesAssess whether cultural differences reflect process or content.ApplicationA high-level conceptual distinction examiners reward.Very Hard
• 22Assessing education as a confounding variableEvaluate schooling rather than culture as the causal factor.ApplicationThe critical point that transforms an evaluation.Very Hard
• 23Evaluating applications to multicultural educationAssess adapting teaching to cultural learning preferences.ApplicationConnects HL culture content to practical application.Very Hard
• 24Synthesis: culture, language and cognitive processingIntegrate thinking style, memory and language into one framework.ApplicationA capstone model closing the whole of Chapter 6.Very Hard

Easy — Foundations

• 1Defining motivation in psychologyDescribe the processes initiating, directing and sustaining behaviour.ApplicationThe foundational concept for the whole HL extension.Easy
• 2Intrinsic and extrinsic motivationDistinguish internally satisfying from externally rewarded behaviour.ApplicationThe distinction underlying every motivation explanation.Easy
• 3Fear-arousal approaches to health messagesDescribe communications emphasising threat to change behaviour.ApplicationThe named approach in the smoking cessation syllabus.Easy
• 4The fear appeal mechanismExplain perceived threat and perceived efficacy in message response.ApplicationThe specific process determining whether fear works.Easy
• 5Defensive avoidanceExplain rejection of a message when fear exceeds coping capacity.ApplicationThe main reason strong fear appeals backfire.Easy
• 6Health belief modelDescribe perceived susceptibility, severity, benefits and barriers.ApplicationThe main cognitive model of health motivation.Easy

Medium — Applications

• 7Self-efficacy in behaviour changeDescribe belief in one's capability to perform a behaviour.ApplicationThe strongest single predictor of successful change.Medium
• 8Stages of change modelDescribe precontemplation through maintenance in behaviour change.ApplicationThe framework explaining why timing matters.Medium
• 9Motivation to quit smokingDescribe intrinsic and extrinsic drivers of cessation attempts.ApplicationThe specific application named in the syllabus.Medium
• 10Relapse and motivational factorsExplain motivational decline following initial cessation.ApplicationExplains the high failure rate of quit attempts.Medium
• 11Motivational interviewingDescribe a client-centred method for resolving ambivalence.ApplicationA widely used applied intervention in cessation.Medium
• 12Incentives and health behaviour changeDescribe financial and material rewards for behaviour change.ApplicationConnects motivation theory to policy interventions.Medium

Hard — Structured IB Questions

• 13Applying fear-arousal theory to a health campaignExplain campaign effectiveness using threat and efficacy.ApplicationThe core applied task in this topic.Hard
• 14Applying self-efficacy to a described caseExplain cessation success or failure using efficacy beliefs.ApplicationA frequently examined application.Hard
• 15Analysing fear appeal research findingsInterpret evidence on message intensity and behaviour change.ApplicationThe key study evidence in this topic.Hard
• 16Analysing smoking cessation outcome dataInterpret quit and relapse rates across interventions.ApplicationGrounds the evaluation in actual findings.Hard
• 17Evaluating fear-arousal approachesAssess defensive avoidance, habituation and ethical concerns.ApplicationThe standard critical evaluation of fear appeals.Hard
• 18Evaluating the health belief modelAssess its neglect of emotion and habit.ApplicationThe main critique of cognitive health models.Hard

Very Hard — Integrated HL Challenge

• 19Evaluating incentive-based interventionsAssess short-term effectiveness against long-term maintenance.ApplicationConnects motivation theory to intervention design.Very Hard
• 20Evaluating research on smoking cessationAssess self-report verification, attrition and follow-up length.ApplicationConnects Chapter 7 to research methods in Chapter 5.Very Hard
• 21Constructing an integrated motivational analysis of health behaviourCombine cognitive, emotional and social motivational factors.ApplicationThe complete structure for an HL extended response.Very Hard
• 22Evaluating ethical issues in fear-based campaignsAssess distress caused against public health benefit.ApplicationA required ethical consideration in this topic.Very Hard
• 23Assessing cultural influences on health motivationEvaluate whether motivational models transfer across cultures.ApplicationConnects Chapter 7 to the HL culture content.Very Hard
• 24Synthesis: motivation, message and behaviour changeIntegrate theory, evidence and intervention into one framework.ApplicationA capstone model for health motivation questions.Very Hard

Easy — Foundations

• 1Motivation in developmental contextDescribe how motivational processes change across childhood.ApplicationFrames development as motivationally driven.Easy
• 2Mastery motivation in early childhoodDescribe the drive to control and master the environment.ApplicationThe earliest observable form of achievement motivation.Easy
• 3Self-determination theoryDescribe autonomy, competence and relatedness as basic needs.ApplicationThe leading contemporary theory of motivation.Easy
• 4Intrinsic motivation in developmentExplain internally driven exploration and learning.ApplicationExplains learning that occurs without external reward.Easy
• 5The overjustification effectExplain reduced intrinsic motivation following external reward.ApplicationThe classic finding on reward undermining interest.Easy
• 6The influence of praiseDescribe how praise shapes subsequent motivation and persistence.ApplicationThe specific application named in the syllabus.Easy

Medium — Applications

• 7Person praise and process praiseContrast praising ability with praising effort and strategy.ApplicationThe most examined distinction in praise research.Medium
• 8Growth and fixed mindsetsDescribe beliefs about the malleability of ability.ApplicationThe framework linking praise to later persistence.Medium
• 9Learned helplessness in developmentExplain motivational collapse following uncontrollable failure.ApplicationConnects motivation to depression research in 1.1.Medium
• 10Attribution and motivationExplain how causal explanations for outcomes shape effort.ApplicationThe cognitive mechanism behind persistence differences.Medium
• 11Parental influence on motivationDescribe autonomy support and controlling parenting styles.ApplicationConnects motivation to development in Chapter 2.Medium
• 12Motivation and long-term developmental outcomesExplain links between early motivation and later achievement.ApplicationEstablishes why the topic matters developmentally.Medium

Hard — Structured IB Questions

• 13Applying praise research to a described situationExplain a child's persistence using person and process praise.ApplicationThe core applied task in this topic.Hard
• 14Applying self-determination theory to a caseExplain motivation using autonomy, competence and relatedness.ApplicationA frequently examined application.Hard
• 15Analysing mindset research findingsInterpret persistence data following different praise conditions.ApplicationThe key study evidence in this topic.Hard
• 16Analysing the overjustification effect evidenceInterpret findings on reward and subsequent intrinsic interest.ApplicationThe classic experimental evidence on reward.Hard
• 17Evaluating praise and mindset researchAssess replication difficulties and effect sizes.ApplicationA contemporary critical debate examiners reward.Hard
• 18Evaluating self-determination theoryAssess universality of the three proposed basic needs.ApplicationThe main critique of the leading theory.Hard

Very Hard — Integrated HL Challenge

• 19Evaluating the overjustification effectAssess boundary conditions and reward type effects.ApplicationPrevents overgeneralising the reward critique.Very Hard
• 20Evaluating developmental motivation researchAssess laboratory tasks, short follow-up and self-report.ApplicationConnects Chapter 7 to research methods in Chapter 5.Very Hard
• 21Constructing an integrated motivational account of developmentCombine intrinsic drives, feedback and social context.ApplicationThe complete structure for an HL extended response.Very Hard
• 22Evaluating applications of mindset research in educationAssess intervention evidence in real classrooms.ApplicationA contested contemporary application.Very Hard
• 23Assessing cultural influences on developmental motivationEvaluate whether autonomy is universally motivating.ApplicationConnects motivation to the HL culture content.Very Hard
• 24Synthesis: needs, feedback and developmental motivationIntegrate theory, praise and outcomes into one framework.ApplicationA capstone model for developmental motivation questions.Very Hard

Easy — Foundations

• 1Motivation in sporting contextsDescribe achievement motivation in competitive performance.ApplicationThe first applied setting named in the syllabus.Easy
• 2Achievement goal theoryDistinguish mastery goals from performance goals.ApplicationThe main framework in sport motivation research.Easy
• 3Approach and avoidance motivationContrast striving for success with avoiding failure.ApplicationExplains differing responses to identical situations.Easy
• 4Self-efficacy in performance settingsDescribe capability beliefs predicting effort and persistence.ApplicationThe strongest predictor of performance outcomes.Easy
• 5Locus of controlDistinguish internal from external attribution of outcomes.ApplicationThe named construct in the syllabus for this topic.Easy
• 6Locus of control and behaviourExplain how control beliefs shape effort and coping.ApplicationThe behavioural consequence of the construct.Easy

Medium — Applications

• 7Attribution theory in performanceExplain internal, stable and controllable causal attributions.ApplicationThe cognitive framework behind persistence differences.Medium
• 8Workplace motivation theoriesDescribe need-based and expectancy accounts of work motivation.ApplicationThe second applied setting in the syllabus.Medium
• 9Intrinsic and extrinsic reward at workExplain the interaction of pay and meaningful work.ApplicationThe central practical tension in workplace motivation.Medium
• 10Goal setting theoryDescribe specific challenging goals raising performance.ApplicationThe most empirically supported workplace theory.Medium
• 11Job characteristics and motivationDescribe autonomy, variety, significance and feedback.ApplicationExplains motivation embedded in job design.Medium
• 12Burnout and motivational depletionDescribe exhaustion and disengagement in demanding roles.ApplicationThe failure mode of workplace motivation.Medium

Hard — Structured IB Questions

• 13Applying locus of control to a described caseExplain effort and coping using control beliefs.ApplicationThe core applied task in this topic.Hard
• 14Applying goal setting theory to a workplace scenarioExplain performance using goal specificity and difficulty.ApplicationA frequently examined application.Hard
• 15Analysing achievement goal research findingsInterpret performance data across mastery and performance goals.ApplicationThe key study evidence in sport motivation.Hard
• 16Analysing workplace motivation research findingsInterpret evidence linking job design to performance.ApplicationGrounds the workplace evaluation in data.Hard
• 17Evaluating locus of control researchAssess self-report measurement and situational variability.ApplicationThe standard critique of the construct.Hard
• 18Evaluating achievement goal theoryAssess construct overlap and measurement problems.ApplicationThe main critique of sport motivation research.Hard

Very Hard — Integrated HL Challenge

• 19Evaluating goal setting theoryAssess unintended consequences of narrow targets.ApplicationExplains how goals distort behaviour.Very Hard
• 20Evaluating applied motivation researchAssess field study confounds and self-selected samples.ApplicationConnects Chapter 7 to research methods in Chapter 5.Very Hard
• 21Constructing an integrated analysis of performance motivationCombine goals, efficacy and attribution in one account.ApplicationThe complete structure for an HL extended response.Very Hard
• 22Evaluating individual against situational determinants of motivationAssess person factors against job and team design.ApplicationA core issue and debate examiners reward.Very Hard
• 23Assessing cultural influences on workplace motivationEvaluate whether motivational models transfer across cultures.ApplicationConnects motivation to the HL culture content.Very Hard
• 24Synthesis: goals, control and applied motivationIntegrate theory, setting and evidence into one framework.ApplicationA capstone model for applied motivation questions.Very Hard

Easy — Foundations

• 1Motivation and academic achievementDescribe the relationship between motivation and learning outcomes.ApplicationEstablishes why the topic matters educationally.Easy
• 2Intrinsic motivation in learningExplain learning driven by interest and curiosity.ApplicationThe form of motivation most linked to deep learning.Easy
• 3Extrinsic motivation in learningExplain learning driven by grades, rewards and requirements.ApplicationThe dominant motivational structure in formal education.Easy
• 4Expectancy-value theory of achievementDescribe motivation as expectancy of success times task value.ApplicationThe main academic motivation framework.Easy
• 5Self-regulated learningDescribe planning, monitoring and evaluating one's own learning.ApplicationThe mechanism linking motivation to independent study.Easy
• 6Independent learning approachesDescribe learner-directed study with reduced instruction.ApplicationThe named approach in the syllabus for this topic.Easy

Medium — Applications

• 7Metacognition and learningDescribe awareness and control of one's own cognitive processes.ApplicationThe cognitive foundation of self-regulated learning.Medium
• 8Goal orientation in academic settingsDistinguish mastery from performance orientation in study.ApplicationExplains differing responses to academic difficulty.Medium
• 9Academic self-efficacyDescribe capability beliefs specific to academic tasks.ApplicationA strong predictor of persistence and achievement.Medium
• 10Measuring motivationDescribe self-report scales, behavioural and physiological measures.ApplicationThe methodological content named in the syllabus.Medium
• 11Behavioural indicators of motivationDescribe persistence, task choice and effort as measures.ApplicationThe observable alternative to self-report.Medium
• 12Motivation and procrastinationExplain delay arising from low value or low expectancy.ApplicationA practical application students recognise immediately.Medium

Hard — Structured IB Questions

• 13Applying expectancy-value theory to a study scenarioExplain engagement using expectancy and task value.ApplicationThe core applied task in this topic.Hard
• 14Applying self-regulated learning to a described caseExplain study effectiveness using planning and monitoring.ApplicationA frequently examined application.Hard
• 15Analysing independent learning research findingsInterpret outcome data comparing guided and independent study.ApplicationThe key evidence for the named approach.Hard
• 16Analysing motivation measurement dataInterpret scale scores alongside behavioural indicators.ApplicationConnects motivation to measurement in Chapter 5.Hard
• 17Evaluating self-report measures of motivationAssess social desirability and limited self-insight.ApplicationThe standard critique of motivation measurement.Hard
• 18Evaluating independent learning approachesAssess effectiveness against learner readiness and support.ApplicationPrevents uncritical endorsement of learner autonomy.Hard

Very Hard — Integrated HL Challenge

• 19Evaluating expectancy-value theoryAssess measurement of value and predictive accuracy.ApplicationThe main critique of the leading academic model.Very Hard
• 20Evaluating research on academic motivationAssess correlational design and direction of causality.ApplicationConnects Chapter 7 to research methods in Chapter 5.Very Hard
• 21Constructing an integrated analysis of academic motivationCombine expectancy, value, regulation and measurement.ApplicationThe complete structure for an HL extended response.Very Hard
• 22Evaluating motivational interventions in educationAssess evidence on durability and scalability of effects.ApplicationA contested contemporary application.Very Hard
• 23Assessing cultural influences on academic motivationEvaluate effort and ability beliefs across cultural settings.ApplicationConnects motivation to the HL culture content.Very Hard
• 24Synthesis: motivation, regulation and learning outcomesIntegrate theory, measurement and application into one framework.ApplicationA capstone model closing the whole of Chapter 7.Very Hard

Easy — Foundations

• 1Technology in psychological practiceDescribe digital tools used in assessment and treatment.ApplicationFrames technology as a clinical rather than social topic.Easy
• 2Technology in patient careDescribe remote monitoring, apps and digital record systems.ApplicationThe named application in the syllabus.Easy
• 3Teletherapy and remote consultationDescribe therapy delivered through video and messaging.ApplicationThe most widespread clinical use of technology.Easy
• 4Digital mental health applicationsDescribe self-guided apps for mood and anxiety management.ApplicationExplains scalable low-cost intervention delivery.Easy
• 5Technology and psychological wellbeingDescribe evidence linking technology use to wellbeing outcomes.ApplicationThe central empirical question in this topic.Easy
• 6Screen time and mental health researchDescribe correlational findings on use and psychological outcomes.ApplicationThe most cited and most contested evidence base.Easy

Medium — Applications

• 7Displacement and social comparison mechanismsExplain proposed pathways from technology use to distress.ApplicationThe mechanisms behind wellbeing claims.Medium
• 8Virtual reality exposure therapyDescribe graded simulated exposure to feared stimuli.ApplicationThe named treatment application in the syllabus.Medium
• 9Mechanisms of exposure therapyExplain habituation and extinction during repeated exposure.ApplicationThe process explaining why exposure works.Medium
• 10Effectiveness of virtual reality exposureDescribe outcome evidence for phobia and anxiety treatment.ApplicationThe evidence base for the named intervention.Medium
• 11Access and equity in digital mental healthExplain how technology widens and narrows treatment access.ApplicationThe main policy argument in this topic.Medium
• 12Risks of technology in clinical careDescribe privacy, data security and unregulated app concerns.ApplicationThe counterweight required in evaluation.Medium

Hard — Structured IB Questions

• 13Applying exposure principles to a described caseExplain treatment design using habituation and hierarchy.ApplicationThe core applied task in this topic.Hard
• 14Analysing virtual reality therapy outcome dataInterpret effectiveness findings against traditional exposure.ApplicationThe key evidence for the named treatment.Hard
• 15Analysing screen time research findingsInterpret correlational data on use and wellbeing.ApplicationGrounds the wellbeing debate in actual data.Hard
• 16Evaluating virtual reality exposure therapyAssess cost, access, immersion quality and dropout.ApplicationThe standard critical evaluation of the treatment.Hard
• 17Evaluating screen time researchAssess correlational design, self-report and effect sizes.ApplicationThe critical point that transforms this evaluation.Hard
• 18Evaluating teletherapy effectivenessAssess outcome equivalence, alliance and technical barriers.ApplicationA contemporary clinical evaluation.Hard

Very Hard — Integrated HL Challenge

• 19Evaluating digital mental health applicationsAssess evidence base, adherence and regulation.ApplicationPrevents uncritical endorsement of app-based care.Very Hard
• 20Constructing an integrated evaluation of technology in treatmentCombine mechanism, evidence, access and risk.ApplicationThe complete structure for an HL extended response.Very Hard
• 21Evaluating ethical issues in digital mental healthAssess confidentiality, data use and duty of care.ApplicationA required consideration in technology-based care.Very Hard
• 22Assessing causality in technology and wellbeing researchEvaluate reverse causation and third variables.ApplicationConnects Chapter 8 to research methods in Chapter 5.Very Hard
• 23Evaluating cultural factors in digital mental healthAssess access, language and acceptability across contexts.ApplicationConnects technology to the HL culture content.Very Hard
• 24Synthesis: technology, treatment and psychological wellbeingIntegrate application, evidence and risk into one framework.ApplicationA capstone model for clinical technology questions.Very Hard

Easy — Foundations

• 1Technology in the developmental environmentDescribe digital devices as a feature of modern childhood.ApplicationFrames technology as a developmental context.Easy
• 2Technology and self-developmentDescribe digital influences on self-concept formation.ApplicationThe named application in the syllabus.Easy
• 3Online identity constructionDescribe curated self-presentation in digital environments.ApplicationThe mechanism linking technology to self-concept.Easy
• 4Social comparison in digital environmentsExplain upward comparison and its effect on self-evaluation.ApplicationThe most cited mechanism for wellbeing effects.Easy
• 5Technology and adolescent identityExplain digital influences during a key identity period.ApplicationConnects technology to identity development in 2.2.Easy
• 6Artificial intelligence and human developmentDescribe AI systems shaping learning and social interaction.ApplicationThe named contemporary application in the syllabus.Easy

Medium — Applications

• 7AI companions and social developmentDescribe conversational agents used for social interaction.ApplicationA rapidly growing developmental concern.Medium
• 8Technoference definedDescribe technology interrupting interpersonal interaction.ApplicationThe named concept in the attachment syllabus content.Medium
• 9Technoference and caregiver responsivenessExplain reduced sensitivity during device-interrupted interaction.ApplicationThe proposed mechanism affecting attachment.Medium
• 10Technoference and attachment outcomesDescribe evidence linking interruption to relationship quality.ApplicationThe developmental consequence examiners expect.Medium
• 11Screen use in early childhoodDescribe evidence on device use and cognitive development.ApplicationA widely researched developmental application.Medium
• 12Digital literacy as a developmental skillDescribe competence in navigating digital environments.ApplicationThe positive developmental framing of technology.Medium

Hard — Structured IB Questions

• 13Applying technoference research to a described caseExplain caregiver-child interaction using interruption evidence.ApplicationThe core applied task in this topic.Hard
• 14Applying social comparison to adolescent self-conceptExplain self-evaluation using comparison processes.ApplicationA frequently examined application.Hard
• 15Analysing technoference research findingsInterpret observational data on interruption and responsiveness.ApplicationThe key evidence for the named concept.Hard
• 16Analysing AI and development research findingsInterpret emerging evidence on AI interaction effects.ApplicationGrounds a contemporary topic in actual data.Hard
• 17Evaluating technoference researchAssess observational design, sample size and causality.ApplicationThe standard critical evaluation in this topic.Hard
• 18Evaluating research on technology and self-developmentAssess correlational design and self-report measures.ApplicationThe methodological critique of self-concept research.Hard

Very Hard — Integrated HL Challenge

• 19Evaluating research on artificial intelligence in developmentAssess the immaturity and rapid obsolescence of the evidence.ApplicationA required caution with emerging technology research.Very Hard
• 20Evaluating screen use guidelinesAssess evidence quality behind recommended time limits.ApplicationConnects research evidence to public advice.Very Hard
• 21Constructing an integrated analysis of technology and developmentCombine identity, attachment and cognition in one account.ApplicationThe complete structure for an HL extended response.Very Hard
• 22Evaluating determinism in technology researchAssess whether technology shapes or reflects development.ApplicationA core issue and debate examiners reward.Very Hard
• 23Assessing cultural variation in technology and developmentEvaluate access and norms shaping developmental effects.ApplicationConnects technology to the HL culture content.Very Hard
• 24Synthesis: technology, identity and developmental outcomesIntegrate mechanism, evidence and evaluation into one framework.ApplicationA capstone model for developmental technology questions.Very Hard

Easy — Foundations

• 1Technology in interpersonal relationshipsDescribe digital mediation of relationship formation and maintenance.ApplicationFrames technology as a relational context.Easy
• 2Media influences on relationshipsDescribe how media portrayals shape relationship expectations.ApplicationThe named application in the syllabus.Easy
• 3Online relationship formationDescribe partner selection through digital platforms.ApplicationConnects technology to relationship research in 3.2.Easy
• 4Self-disclosure in online environmentsExplain accelerated disclosure in reduced-cue settings.ApplicationConnects technology to self-disclosure research directly.Easy
• 5Social media and group behaviourDescribe online group formation, norms and influence.ApplicationThe named social application in the syllabus.Easy
• 6Online conformity and social influenceExplain norm adoption in digital group environments.ApplicationConnects technology to conformity research in 3.1.Easy

Medium — Applications

• 7Group polarisation onlineExplain attitude intensification within like-minded groups.ApplicationExplains the formation of online echo chambers.Medium
• 8Deindividuation in online settingsExplain reduced self-awareness and accountability online.ApplicationThe mechanism behind online antisocial behaviour.Medium
• 9Technology and acculturationDescribe digital contact with home and host cultures.ApplicationThe named application linking technology and culture.Medium
• 10Digital maintenance of transnational tiesExplain sustained relationships across geographic separation.ApplicationExplains changed acculturation patterns for migrants.Medium
• 11Technology and social supportDescribe online provision and receipt of social support.ApplicationConnects technology to protective factors in 1.1.Medium
• 12Online and offline relationship qualityCompare closeness and satisfaction across relationship contexts.ApplicationThe central empirical comparison in this topic.Medium

Hard — Structured IB Questions

• 13Applying social identity theory to online groupsExplain online intergroup behaviour using categorisation.ApplicationThe core applied task in this topic.Hard
• 14Applying acculturation theory to digital contactExplain adaptation using digital cultural connection.ApplicationA frequently examined application.Hard
• 15Analysing social media and group behaviour researchInterpret evidence on polarisation and online influence.ApplicationThe key evidence for the named application.Hard
• 16Analysing online relationship research findingsInterpret evidence comparing online and offline relationships.ApplicationGrounds the comparison in actual data.Hard
• 17Evaluating research on social media and behaviourAssess correlational design, self-report and platform change.ApplicationThe standard critical evaluation in this topic.Hard
• 18Evaluating research on online relationship formationAssess self-selected samples and rapidly changing platforms.ApplicationA required methodological caution.Hard

Very Hard — Integrated HL Challenge

• 19Evaluating technology and acculturation researchAssess measurement of digital contact and adaptation.ApplicationConnects technology to cross-cultural methodology.Very Hard
• 20Evaluating deindividuation explanationsAssess alternative accounts of online antisocial behaviour.ApplicationPrevents mechanical use of a single explanation.Very Hard
• 21Constructing an integrated analysis of technology and relationshipsCombine formation, group behaviour and acculturation.ApplicationThe complete structure for an HL extended response.Very Hard
• 22Evaluating the displacement hypothesisAssess whether online contact replaces or supplements offline contact.ApplicationThe central conceptual debate in this topic.Very Hard
• 23Assessing cultural differences in technology useEvaluate platform norms and communication styles across cultures.ApplicationConnects technology to the HL culture content.Very Hard
• 24Synthesis: technology, groups and social outcomesIntegrate mechanism, evidence and evaluation into one framework.ApplicationA capstone model for social technology questions.Very Hard

Easy — Foundations

• 1Technology in learning environmentsDescribe digital tools used to support instruction.ApplicationFrames technology as an educational variable.Easy
• 2Digital technology and learning processesDescribe evidence on technology use and learning outcomes.ApplicationThe named application in the syllabus.Easy
• 3Multimedia learning principlesDescribe combining visual and verbal channels effectively.ApplicationThe theoretical basis for effective digital instruction.Easy
• 4Cognitive load and digital learningExplain how interface design affects available processing capacity.ApplicationConnects technology to working memory in 4.2.Easy
• 5Multitasking and divided attentionExplain performance costs of simultaneous digital activity.ApplicationThe most robust finding on technology and learning.Easy
• 6Technology and memory performanceDescribe evidence on digital tool use and recall.ApplicationThe named memory application in the syllabus.Easy

Medium — Applications

• 7Cognitive offloadingExplain reliance on external devices to store information.ApplicationThe mechanism behind claimed memory effects.Medium
• 8The Google effect on memoryDescribe reduced recall of information believed to be retrievable.ApplicationThe most cited finding on technology and memory.Medium
• 9Digital note-taking and encodingCompare handwritten and typed note-taking outcomes.ApplicationA widely examined applied comparison.Medium
• 10Retrieval practice with digital toolsDescribe technology-supported testing and spaced retrieval.ApplicationThe strongest evidence-based use of learning technology.Medium
• 11Computer gaming and cognitive performanceDescribe evidence on gaming and attention or memory.ApplicationConnects 8.4 to gaming research in 4.2.Medium
• 12Technology and attention spanDescribe evidence on sustained attention in digital environments.ApplicationA contested contemporary claim.Medium

Hard — Structured IB Questions

• 13Applying cognitive load theory to digital learningExplain performance using interface and load evidence.ApplicationThe core applied task in this topic.Hard
• 14Applying cognitive offloading to a described caseExplain recall differences using offloading evidence.ApplicationA frequently examined application.Hard
• 15Analysing note-taking research findingsInterpret comparison data on handwritten and typed notes.ApplicationThe key evidence for the named comparison.Hard
• 16Analysing gaming and memory research findingsInterpret evidence on gaming effects on cognitive tasks.ApplicationGrounds a contemporary topic in actual data.Hard
• 17Evaluating research on technology and learningAssess novelty effects, short follow-up and confounds.ApplicationThe standard critical evaluation in this topic.Hard
• 18Evaluating cognitive offloading researchAssess laboratory tasks and ecological validity.ApplicationA required methodological caution.Hard

Very Hard — Integrated HL Challenge

• 19Evaluating research on multitaskingAssess measurement and self-selected sample problems.ApplicationPrevents overclaiming from correlational findings.Very Hard
• 20Evaluating gaming researchAssess training effects, transfer and publication bias.ApplicationConnects Chapter 8 to research methods in Chapter 5.Very Hard
• 21Constructing an integrated analysis of technology and cognitionCombine load, offloading and attention evidence in one account.ApplicationThe complete structure for an HL extended response.Very Hard
• 22Evaluating the memory impairment hypothesisAssess whether technology harms memory or changes its use.ApplicationThe central conceptual debate in this topic.Very Hard
• 23Assessing cultural and access differences in learning technologyEvaluate the digital divide in educational outcomes.ApplicationConnects technology to the HL culture content.Very Hard
• 24Synthesis: technology, cognition and learning outcomesIntegrate mechanism, evidence and evaluation into one framework.ApplicationA capstone model closing the whole course.Very Hard