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International · A Level ·
IB Psychology
A course-aware revision pathway with source metadata, topic map, paper/test structure, approved original practice, flashcards, AI tutor handoff and Battle Mode connection. This route is labelled Fully covered after passing the StudyVector depth gate.
Fully coveredLast checked 2026-05-19
Practise
Original questions mapped to topic, subtopic, skill and provider.
Flashcards
Active recall decks for formulas, facts, vocabulary and practicals.
Battle Mode
Energy earned only from real revision progress and mistake repair.
14
Top-level route areas visible before signup.
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Smaller learning blocks for repair and review.
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Practice targets used by diagnostics and tutor handoff.
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Success criteria tied to real answers, not passive reading.
Night-before review for IB Psychology
This plan uses your course route, target date and confidence. It is a starter preview until the student saves the course in onboarding.
practise
Start with Biological Approach to Behaviour
Night-before review: StudyVector starts with the highest-signal topic before widening the plan.
25 min · 10 energyflashcardsReview Brain, neurotransmitters and hormones on behaviour flashcards
Spaced recall keeps today's work from fading before the next session.
9 min · 4 energyexam modeTry a short skill practice set
Timed practice turns understanding into exam/test readiness.
18 min · 12 energyai tutorAsk the tutor to explain the next step
Tutor mode uses course-aware language and should guide, not shortcut, the answer.
8 min · 3 energyTopic map
IB Psychology
Biological Approach to Behaviour
IB Psychology
Cognitive Approach to Behaviour
IB Psychology
Sociocultural Approach to Behaviour
IB Psychology
Approach Interactions and Biases
IB Psychology
Abnormal Psychology Option
IB Psychology
Health Psychology Option
IB Psychology
Psychology of Human Relationships
IB Psychology
Developmental Psychology Option
IB Psychology
Quantitative Research Methods
IB Psychology
Qualitative Research Methods
IB Psychology
Research Ethics and Credibility
IB Psychology
Internal Assessment Experimental Study
IB Psychology
Evaluating Studies and Theories
Sample original practice
A student is asked to write an extended response to the following question: "Evaluate one study related to the reliability of one cognitive process." The student plans to include the following components in their response: - A named study with researcher(s), aim, and method - Findings and conclusions - A critical evaluation of reliability (including at least one strength and one limitation) - A concluding statement (a) Explain what is meant by "reliability" in the context of psychological research. [2 marks] (b) Outline TWO strategies a student should use when writing an extended response in an IB Psychology examination to maximise marks. [4 marks] (c) Using the plan above as a guide, write a well-structured extended response evaluating one study related to the reliability of one cognitive process. [9 marks]
For part (a): Think about what it means for a measurement to be consistent — what would happen if you measured the same thing twice in the same way?
Source type: original · Review status: approved
Sources and legal boundary
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- StudyVector original UK/USA curriculum depth map
Last checked 2026-04-29. Internal original mapping; not copied from paid platforms or official papers.
Explanation, examples and mistakes are visible before full practice
These previews come from the first-party course map and approved question registry. Fully covered means the public route has topic depth, skills, objectives, worked examples and mistake repair attached before students enter full practice.
Brain, neurotransmitters and hormones on behaviour
What to know
- Brain, neurotransmitters and hormones on behaviour needs accurate concepts, named evidence or theory, and clear evaluation.
- Research methods, ethics and validity should be linked to the specific study, claim or social context.
Common mistake
Describing a theory or study without connecting it to the question.
Worked example
A Biological Approach to Behaviour question asks for evaluation. What should the answer include?
- 1. Make a precise claim that answers the question.
- 2. Use a named concept, study, theory or item detail as support.
- 3. Explain one strength, limitation or alternative interpretation.
Genetics, evolution and behaviour
What to know
- Genetics, evolution and behaviour needs accurate concepts, named evidence or theory, and clear evaluation.
- Research methods, ethics and validity should be linked to the specific study, claim or social context.
Common mistake
Describing a theory or study without connecting it to the question.
Worked example
A Biological Approach to Behaviour question asks for evaluation. What should the answer include?
- 1. Make a precise claim that answers the question.
- 2. Use a named concept, study, theory or item detail as support.
- 3. Explain one strength, limitation or alternative interpretation.
Models of memory and cognitive processing
What to know
- Models of memory and cognitive processing needs accurate concepts, named evidence or theory, and clear evaluation.
- Research methods, ethics and validity should be linked to the specific study, claim or social context.
Common mistake
Describing a theory or study without connecting it to the question.
Worked example
A Cognitive Approach to Behaviour question asks for evaluation. What should the answer include?
- 1. Make a precise claim that answers the question.
- 2. Use a named concept, study, theory or item detail as support.
- 3. Explain one strength, limitation or alternative interpretation.
Three quick checks
1. What skill does the approved sample question test?
catalog-topic
Part (a): Reliability in psychological research means the consistency or repeatability of measurements or findings. A reliable study yields the same results across repeated trials (test-retest reliability) or across different observers (inter-rater reliability). Award 1 mark for a basic correct definition and 1 mark for elaboration or an example. Correct answer confirmed. Part (b): Two valid strategies are structural organisation (introduction, body, conclusion) and balance between description and evaluation. Each strategy earns 1 mark for identification and 1 mark for explanation of why it helps maximise marks. Correct answer confirmed. Part (c): The model extended response addresses all four components in the student's plan: 1. Named study: Loftus and Palmer (1974) — aim (effect of leading questions on memory), method (lab experiment, verb manipulation). 2. Findings: speed estimates varied by verb used (40.8 mph vs 31.8 mph); false memory of broken glass in follow-up. 3. Conclusions: memory is reconstructive, not a fixed record; implications for eyewitness testimony. 4. Evaluation — Strength: standardised procedure, replicable, high internal reliability, corroborated by subsequent research. Limitation: low ecological validity (film vs. real event), individual differences uncontrolled. 5. Concluding statement: procedurally reliable but limited in generalisability. All claims are accurate and internally consistent. The response would access marks across description (AO1) and evaluation (AO3) bands. Correct answer confirmed.
2. What mistake should you watch for in Brain, neurotransmitters and hormones on behaviour?
Describing a theory or study without connecting it to the question.
StudyVector stores common mistake patterns so the next attempt can repair the specific error rather than restart the whole course.
3. What should happen after a missed point?
Review the explanation, name the mistake, then answer a similar question while the correction is fresh.
The page feeds the same loop as practice: attempt, feedback, repair, and return.