Terms/theories: Multi Store Model, STM, LTM, Working Memory, Visuospatial sketchpad, phonological loop.

The IB also accepts Schema Theory and Flashbulb Memory theory as models.  For research to support those questions, please see the relevant questions below.

Research: MSM:  Glanzer and Cunitz; HM: Milner (1966),  Miller (1956) Working memory model: Baddeley and Hitch (1974): Landry and Bartling (2011), KF: Warrington and Shallice (1974)

Critical thinking: The models give us a way to study and talk about memory; there is biological as well as experimental support for the models; may be seen as overly simplistic; how the WMM components interact is not really clear; the role of emotion is not addressed; the models do not explain memory distortion.

Different command terms: SAQs:  Outline, describe and explain; ERQs Evaluate, Contrast (only 2020 and later)

Terms/theories: Schema theory; assimilation and accommodation.

Research:  Bartlett (1932),  Loftus & Palmer (1974), Anderson & Pitchert (1978), Brewer & Treyens (1981)  

Critical thinking: Cognition cannot be observed;  the theory has been applied in many different ways to explain behaviour; can be used to explain memory distortion. Many of the studies are highly artificial, lacking ecological validity.

Different command terms:  SAQs:  Outline, describe and explain; ERQs: Evaluate.

Terms/theories: Dual processing model, System I thinking, System II thinking, heuristics.

Research: Wason (1968); Stroop (1935); Englisch and Mussweiler (2001); Tversky & Kahnemann (1974); Strack and Mussweiler (1997); Tversky & Kahneman (1986).

Critical thinking:  There is biological evidence that different types of thinking may be processed in different parts of the brain (Gilead et al 2013); research is highly standardized and reliable; the model can be seen as overly simplistic - for example, it does not address the role of emotion;   The definitions of System 1 and System 2 are not always clear.  For example, fast processing indicates the use of System 1 rather than System 2 processes. However, just because processing is fast does not mean it is done by System 1.

Different command terms: SAQs: Outline, describe and explain; ERQs: Evaluate

Terms/theories: You should be able to "unpack" each of the ethical considerations that you discuss - e.g. what does "informed consent" mean?

Research: Any research can be used from this unit. Research on the reliability of cognitive processes or the role of emotion on cognitive processes would also be relevant.

Critical thinking: the balance between informed consent and controlling for demand characteristics; the question of "psychological harm" in cognitive research; why anonymity is important in case studies.

Different command terms: SAQs: Outline, describe and explain; ERQs: This would only be asked as "discuss."

Terms/theories: You should be able to define any research methods that you choose: experiments, observations, interviews, questionnaires or case studies.

Research: Any study could be used - for example, HM or KF for case studies; Glanzer and Cunitz or Loftus and Palmer for experiments; Brown and Kulik or Kulkoffsky for questionnaires.

Critical thinking: The strengths and limitations of different research methods in investigating cognition; the issue of ecological validity vs internal validity; the problem of not being able to observe cognition directly; the operationalization of "schema."

Different command terms: SAQs: Outline, describe and explain; ERQs: Evaluate, contrast

Terms/theories: the working memory model, visuospatial sketchpad, episodic buffer, phonological loop

Research: Baddeley and Hitch (1974): Landry and Bartling (2011), KF: Warrington and Shallice (1974)

Different command terms: Outline, describe.  This question may not be asked as an essay.