Some of the most problematic short answer questions are those that start with the command term "explain". According to the IB curriculum guides, explain means to "give a detailed account including reasons and causes." However, this language doesn't always seem to make sense when looking at the questions. I tell my own students that when you see the command term "explain," they should think "why?" - that is, why does a specific behaviour happen? However, even this sometimes doesn't work. So, what to do?
Decoding the question
First, it is important to learn how to decode questions. Here are a few of the more tricky explain questions in the curriculum:
- Explain the function of one hormone in human behaviour using one study.
- Explain one evolutionary explanation of one behaviour making reference to one study.
- Explain genetic inheritance of one behaviour using one study.
- Explain the use of one technology in studying behaviour.
- Explain one theory of how emotion may affect one cognitive process.
Understanding the questions requires a bit of English grammar. It is important to understand that the question is asking you to explain the "object of the verb." So, explain "the function" or explain "the explanation" (that's awkward!), or explain "the use." It is not asking you to explain the study. The study is simply an illustration.
When SAQs are marked, if you describe a relevant study, then the maximum score is usually 4 marks out of 9. In order to get full marks, you need to:
- Explain whatever the object of the verb is.
- Describe the study or theory.
- Link the study or theory to the explanation that is the core of the question.
The final step is what puts the response in the 7 - 9 mark range.
Explaining
So, now what?
Let's start with the first question above: Explain the function of one hormone in human behaviour using one study.
What do we need to do before we begin?
- Understand that I need to explain the function of a hormone.
- Choose a hormone - e.g. oxytocin
- Make sure that I am relating it to human behaviour - animal studies are therefore not acceptable for this response.
- Think about how I can link to the study to the explanation.
When thinking about the function of oxytocin, here are some things to consider:
- The biological approach argues that human behaviours have biological correlates - that is, our behaviours are rooted in biological processes.
- Oxytocin is a hormone that is released by the hypothalamus and stored in the pituitary gland.
- It is often seen as being linked to human bonding - for example, between a mother and child.
- There are many oxytocin receptor sites on the amygdala. The amygdala is responsible for the fear response.
- It is believed that oxytocin has an inhibitory function on the amygdala.
- The fear response of strangers most probably has an evolutionary advantage.
Now that we have the basics down, it is possible to write the SAQ. If you were going to write this one, consider the following:
- Outline the function of oxytocin based on what is written above.
- Describe a study of oxytocin - for example, Baumgarten's study on trust.
- Make the link - that is, when our fear response is inhibited, we are more likely to trust a stranger.
Task 1
Now it's your turn. Below are the other four questions listed above. For each question, think about what information is necessary to write your "explanation." After you have done that, it is time to practice writing your SAQs!
1. Explain one evolutionary explanation of one behaviour making reference to one study.
What are we going to explain?
One evolutionary explanation - that means, that you have to explain either natural or sexual selection.
What do we need to know about this concept in order to explain it to someone else?
Biological psychologists believe that behaviour is rooted in genetics and can be inherited.
Darwin argued that we adapt to changes in our environment. He did not yet understand genetic mutations.
Those mutations that are advantageous are more likely to survive and have a higher chance of survival.
Darwin argued that the traits that are more advantageous eventually become dominant in the gene pool (are naturally selected) and those traits that are not advantageous are eventually eliminated.
How do we link this explanation to a study?
If you look at a study like Fessler's study on disgust reactions in pregnant women, you can make the link to the statements in the box above. Those women who were able to avoid pathogens which would harm the child in the womb had healthier children. Those children would have most likely inherited this disgust reaction. Because this is advantageous to survival, the gene (and thus behaviour) has become predominant in the population.
Task 2
2. Explain genetic inheritance of one behaviour using one study.
What are we going to explain?
Genetic inheritance - in other words, how are behaviours past down from generation to generation?
What do we need to know about this concept in order to explain it to someone else?
Biological psychologists believe that behaviour is rooted in physiological processes. These processes are inherited.
The Human Genome has mapped over 20.000 genes in humans. Combinations of genes have been mapped to be common in certain behaviours. There is a not a single gene for a behaviour.
Monozygotous twins have identical genes; dizygotous twins do not. If there is a higher concordance rate in MZ twins than in DZ twins for a certain behaviour, it is argued that the behaviour must have some genetic base.
Even when genes are inherited, it does not mean that they are always "expressed." Gene expression happens as a result of environmental stimuli.
How do we link this explanation to a study?
If we look at research on depression (e.g. Caspi et al (2003)), we can make this link. First, what is the physiological process that is involved? You could argue that it is one's level of serotonin. Secondly, it appears from twin studies that there are higher concordance rates for depression for MZ twins than DZ twins. Finally, even though there is a higher rate of concordance, it is not 100%; this is because of gene expression. The study by Caspi demonstrates that those with the 5HHT mutation had higher rates of depression if they had a higher number serious "life events" which could lead to gene expression.
Task 3
3. Explain the use of one technology in investigating behaviour.
What are we going to explain?
The use of one technology - that is, we need to outline how the technology works and how it is then used to demonstrate the nature of one behaviour.
What do we need to know about this concept in order to explain it to someone else?
The root of many behaviours is cognition - so these two concepts are inter-related; this means that brain scanning technology can be used to study cognitive processes that then inform us about the nature of human behaviour.
The fMRI is a brain imaging technology that allows psychologists to see brain activity as it happens by detecting associated changes in blood flow.
Activity in specific parts of the brain during certain tasks may indicate how cognitive processes actually work.
Much of the research is correlational in nature.
How do we link this explanation to a study?
One study that we could consider was done by Sharot (2007) on flashbulb memory. An fMRI was used to see what happens when people try to recall a traumatic event - in this case, the 9-11 attacks in New York - and other autobiographical memories. This is a quasi-experimental design as the participants could not be randomly allocated to conditions. The fMRI showed greater activity in the amygdala for participants who were closer to the attacks than those that had been farther away. This seems to support the theory that these types of memories are different from other types of memories.
Task 4
4. Explain one theory of how emotion may affect one cognitive process.
What are we going to explain?
One theory that is linked to how emotion affects a cognitive process; for this response, let's look at Flashbulb memory.
What do we need to know about this concept in order to explain it to someone else?
The creation of memories is a biological process.
The theory argues that flashbulb memories are more precise than other memories.
The theory argues that surprise is an essential part to the creation of FBM.
Brown & Kulik speculated that there was a biological mechanism, but were not able to identify it at the time. Today psychologists believe that the amygdala plays a key role in the creation of FBM.
How do we link this explanation to a study?
One study that could be used is the research by McGaugh & Cahill. First, you should outline the study. The important components are not only that there was a difference in recall of the details of the slide images between those in the traumatic story and those in the dull story, but that when those in the traumatic story condition were given a beta-blocker, which blocks the levels of adrenaline and thus also does not activate the amygdala, their levels of recall were the same as those in the dull condition. This study then shows that there are clear biological factors related to the creation of FBM and that the amygdala - which is associated with surprise/fear - plays a key role in their creation.
IB Docs (2) Team
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