Discuss one or more cultural influences on human cognition and/or behaviour.

Refer to the paper 1 section B assessment criteria when awarding marks. These can be found under the “Your tests” tab > supplemental materials. 

The command term "discuss" requires candidates to offer a considered review of one or more cultural influences on human cognition and/or behaviour.

It is not necessary for candidates to make a distinction between cognition and behaviour.

Studies investigating cultural influences on cognition and/or behaviour may include, but are not limited to:

• acculturation (Lueck and Wilson, 2010; Kraeh et al., 2016; Torres et al., 2012)
• attachment (Van Ijzendoorn and Kroonenberg, 1988; Sagi et al., 1985)
• conformity (Bond and Smith, 1996; Berry, 1967)
• cultural norms (Odden and Rochat, 2004; Fagot, 1974)
• flashbulb memories (Kulkofsky et al., 2011)
• The effects of education on memory (Cole and Scribner, 1974; Kearins, 1981)
• Pro-social behaviour (Moghaddam et al., 1993; Levine et al., 2001)
• Cognitive development (Li et al., 1999)

Critical discussion may include, but is not limited to:

• ecological versus internal validity
• use of quasi-experimental research
• sampling biases and the ecological fallacy
• lab versus field experiments
• operationalization of “culture” as a construct
• emic versus etic approaches to studying cultural influences

Candidates may discuss one cultural influence in order to demonstrate depth of knowledge, or may discuss a larger number of cultural influences in order to demonstrate breadth of knowledge. Both approaches are equally acceptable.

SL:

Stronger responses to the question primarily discussed the influences of cultural dimensions (individualism and collectivism) on conformity rates or flashbulb memories. Candidates who used acculturation often focused on protective factors against acculturative stress and not the effects of acculturation.

Weaker responses described irrelevant research such as Asch's studies into conformity, Bandura's Bobo doll study or anecdotal evidence in support of their answer.

Familiar problems associated with critical thinking persisted and many responses provided generic evaluation statements, demonstrating a poor grasp of this skill.

HL:

There were mainly strong responses to this essay, focusing on the role of cultural dimensions, cultural norms, and acculturation on behaviour and/or cognition.

When discussing acculturation, many candidates did not focus on the effect of acculturation, but rather on protective factors against acculturative stress. Stronger responses addressed the role of acculturation on mental health, obesity, or tolerance to other cultures.

Critical thinking was often not well developed, focusing solely on the problem of generalizability. This was often a superficial approach, failing to note that the study was qualitative and did not have the goal of "global" generalization. Stronger responses discussed the difficulty of isolating cultural factors as variables, the methodology applied in studying cultural effects, and the dynamic nature of culture, making it a difficult construct to measure.