IB Psychology: The Biological level of analysisThe Biological Level of Analysis in IB Psychology is one of the three core topics and is assessed in the Paper 1 SL and HL examinations.
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Just Give Me the Answers! is the ultimate guide to answering BLOA extended response essay questions and is your ultimate advantage when it comes to sitting the Paper 1 IB Psychology examination. All possible Biological Levels of Analysis examination questions have been covered with a model answer personally prepared by Derek Burton. Each model answer is guaranteed to be awarded the full 22 marks if the student can reproduce it in the examination.
Further, each model answer is perfectly aligned with the theories and research targeted in the teaching and study resources used throughout this website. Just Give Me the Answers! provides you with the model answers to use in the examination, and the studying and learning resources in this members only section enable you to understand, practice and revise your way to the perfect IB Psychology score. It is how you get a 7 in IB Psychology. |
"Mr Burton, this is probably the most useful and effective revision guide across all of my IB courses ... it's saved me so much time and effort. Thank you." |
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The IB Psychology Biological Level of Analysis
The IB Biological Level of Analysis argues that there are physiological origins of many behaviours, and that human beings should be studied as biological systems. This is not to say that behaviour is the result of biological systems alone, but that we should also consider how the environment and cognition may interact with biological systems and affect physiology. The relationship is bidirectional (i.e., biology can affect cognition and cognition can affect biology).
Many physiological factors can play a role in behaviour: brain processes, neurotransmitters, hormones and genes. However, physiology does not work on its own; it responds to environmental stimuli, such as a stressful experience, an attractive person walking by, or something as extreme as brain damage caused by illness or an accident. One of the major controversies in psychology is the nature versus nurture debate, in which researchers debate whether human behaviour is the result of biological or environmental factors. The interactionist approach used by modern psychologists does not rely solely on either nature (biological) or nature (environment), but adopts a more holistic picture of human behaviour. This is also the goal of IB Psychology.
The IB Biological Level of analysis is based on certain principles about human behaviour. One of these principles is that behaviour can be innate because it is genetically based. If this principle is accepted it is logical to accept that evolution may play a key role in behaviour. Another principle is that animal research can provide insight into human behaviour; as a result, a significant amount of research is undertaken using animals. A third principle is that there are biological correlates of behaviour. The implication is that it should be possible to find a link between a specific biological factor (e.g., a hormone) and a specific behaviour, and this is the aim of researchers working at the biological level of analysis.
Researchers working at the biological level of analysis often adopt a reductionist approach to the study of human behaviour. This is a micro-level of research, which breaks down complex human behaviour into its smallest parts - for example, focusing on the role of a gene, a neurotransmitter, or a protein. The micro approach is sometimes criticised for being overly simplistic in explaining behaviour. However, it is important to have detailed knowledge of the components of human behaviour in order to understand how several factors may interact to cause certain behaviours. The key is that there are no easy answers to complex questions.
Many physiological factors can play a role in behaviour: brain processes, neurotransmitters, hormones and genes. However, physiology does not work on its own; it responds to environmental stimuli, such as a stressful experience, an attractive person walking by, or something as extreme as brain damage caused by illness or an accident. One of the major controversies in psychology is the nature versus nurture debate, in which researchers debate whether human behaviour is the result of biological or environmental factors. The interactionist approach used by modern psychologists does not rely solely on either nature (biological) or nature (environment), but adopts a more holistic picture of human behaviour. This is also the goal of IB Psychology.
The IB Biological Level of analysis is based on certain principles about human behaviour. One of these principles is that behaviour can be innate because it is genetically based. If this principle is accepted it is logical to accept that evolution may play a key role in behaviour. Another principle is that animal research can provide insight into human behaviour; as a result, a significant amount of research is undertaken using animals. A third principle is that there are biological correlates of behaviour. The implication is that it should be possible to find a link between a specific biological factor (e.g., a hormone) and a specific behaviour, and this is the aim of researchers working at the biological level of analysis.
Researchers working at the biological level of analysis often adopt a reductionist approach to the study of human behaviour. This is a micro-level of research, which breaks down complex human behaviour into its smallest parts - for example, focusing on the role of a gene, a neurotransmitter, or a protein. The micro approach is sometimes criticised for being overly simplistic in explaining behaviour. However, it is important to have detailed knowledge of the components of human behaviour in order to understand how several factors may interact to cause certain behaviours. The key is that there are no easy answers to complex questions.
There is a lot to understand, learn and memorise for your IB examinations in the Biological Level of Analysis section of the course. There are 13 different learning outcomes, all of which are exact matches for exam questions and any of these could be asked in the exam as a short answer question (8 marks) and most as extended response questions (22 marks).
Learning outcomes for tHe Biological level of analysis
General Learning Outcomes:
- Outline principles that define the biological level of analysis.
- Explain how principles that define the biological level of analysis may be demonstrated in research (that is, theories and/or studies).
- Discuss how and why particular research methods are used at the biological level of analysis (for example, experiments, observations, correlational studies).
- Discuss ethical considerations related to research studies at the biological level of analysis.
- Explain one study related to localisation of function in the brain.
- Using one or more examples, explain effects of neurotransmission on human behaviour.
- Using one or more examples, explain functions of two hormones in human behaviour.
- Discuss two effects of the environment on physiological processes.
- Examine one interaction between cognition and physiology in terms of behaviour. Evaluate two relevant studies.
- Discuss the use of brain imaging technologies (for example, CAT, PET, fMRI) in investigating the relationship between biological factors and behaviour.
- With reference to relevant research studies, to what extent does genetic inheritance influence behaviour?
- Examine one evolutionary explanation of behaviour.
- Discuss ethical considerations in research into genetic influences on behaviour.
Each of these IB Psychology Biological Level of Analysis learning outcomes is covered in full in the members area and model extended response answers are provided in the the interactive digital book, Just Give Me the Answers! which, of course, members have full access to, and it can also be purchased as a learning and teaching resource on its own.