Mastering the "Secret Code": Command Terms & Response Techniques

Welcome to one of the most important chapters in your IB Psychology journey! You might have all the knowledge in the world about the biological approach or human relationships, but if you don't understand the command terms, you might not give the examiners what they are looking for. Think of command terms as the "secret code" of the exam—once you crack the code, you know exactly how much detail to provide and how to structure your answer.

In this chapter, we will break down the specific words the IB uses to tell you what to do, and we’ll look at techniques to build high-quality responses that hit every marking point.


Section 1: The Three Levels of Demands (AOs)

The IB categorizes command terms into three Assessment Objectives (AOs). Understanding these helps you realize how "deep" your answer needs to be.

  • AO1: Knowledge and Understanding – This is about the "What." You need to show you know the facts, theories, and research methods.
  • AO2: Application and Analysis – This is about the "How" and "Why." You apply your knowledge to a specific context or unseen situation.
  • AO3: Synthesis and Evaluation – This is the highest level. It’s about the "So what?" You weigh up strengths and limitations, draw conclusions, and justify your position.

Quick Review: If a question asks you to "Describe" (AO1), don't spend 20 minutes "Evaluating" (AO3). You won't get extra marks for it, and you'll run out of time!


Section 2: Decoding the Specific Command Terms

The following terms are explicitly mentioned in your syllabus. Let's look at what the examiners are actually asking you to do:

1. Describe (AO1)

What it means: Give a detailed account or picture of a situation, event, pattern, or process.
Analogy: If you were describing a movie to a friend, you’d tell them the plot and the characters without necessarily saying if the movie was "good" or "bad."

2. Explain (AO2)

What it means: Give a detailed account including reasons or causes. You are looking for the "why" behind a behavior.
Example: Don't just say what the cognitive approach is; explain how a specific cognitive process (like memory) influences a behavior in the context of learning and cognition.

3. Compare and Contrast (AO3)

What it means: Give an account of the similarities and differences between two (or more) items or situations, referring to both (or all) of them throughout.
Tip: Don't write one paragraph about A and then one paragraph about B. Try to link them together: "While Approach A focuses on genetics, Approach B emphasizes the environment."

4. Design (AO3)

What it means: Produce a plan, simulation, or model.
Context: This is vital for Paper 2 Section A and your Internal Assessment. You will be asked to design a study to investigate a research question using one of the four methods (Interview, Observation, Survey, or Experiment).

5. Discuss (AO3)

What it means: Offer a balanced review that includes a range of arguments, factors, or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.

6. Evaluate (AO3)

What it means: Make an appraisal by weighing up the strengths and limitations.
Focus: In Paper 2 Section B, you will be asked to evaluate an unseen study specifically using the six concepts (bias, causality, change, measurement, perspective, responsibility).

7. To what extent (AO3)

What it means: Consider the merits or otherwise of an argument or concept. Opinions and conclusions should be presented clearly and supported with appropriate evidence and sound argument.
Pro-tip: Never just say "To a large extent." You must show the "other side" of the argument to show the limits of that extent.

Key Takeaway: Always highlight the command term as soon as you read an exam question. It dictates your entire structure.


Section 3: Structured-Response Techniques

To ensure your answer is "structured" (as the chapter title suggests), you need a reliable formula. For Psychology, the PEEL method is a lifesaver for students of all levels.

The PEEL Method:
  • P - Point: Start with a clear topic sentence that directly answers the question.
  • E - Evidence: Support your point with psychological content (theories or research studies).
  • E - Explanation: Connect the evidence back to the question. Why does this study prove your point? How does it relate to the context (e.g., human development)?
  • L - Link: Summarize your paragraph and link it back to the command term.

Don't worry if this seems tricky at first! Start by practicing just the "Point" and "Evidence" for Short-Answer Questions (SAQs) and add the "Explanation" and "Link" as you get more comfortable.


Section 4: Matching Terms to Papers

The IB Psychology exam uses different terms in different sections. Here is a quick cheat sheet:

  • Paper 1, Section A: Usually uses Describe or Explain. These are Short-Answer Questions (SAQs). Stick to the facts!
  • Paper 1, Section C: Uses Discuss, Evaluate, or To what extent. These are concept-based essays. You must use research to support your arguments.
  • Paper 2, Section A: Often uses Design or Explain regarding your class practicals.
  • Paper 3 (HL Only): Focuses on Data analysis and interpretation. You will be asked to interpret graphs or draw conclusions from sources.

Did you know? In the new 2025 syllabus, the term "abnormal psychology" has been retired. You must now use the term health and well-being in your responses!


Section 5: Common Mistakes to Avoid

Even the best students can lose marks by making these simple errors:

  • The "Definition Dump": Writing everything you know about a topic without answering the specific command term.
  • Ignoring the Context: Forgetting to mention the specific context (like human relationships or learning and cognition) when the question asks for it.
  • Misinterpreting "Contrast": Only giving similarities when the question asks for a comparison and contrast.
  • Mathematical Markup: On Paper 3 or in your IA, avoid complex LaTeX-style math. The IB prefers plain text for statistics, such as \( mean = sum(x) / n \) or referring to standard deviation as \( sd \).

Key Takeaway: A structured response is a disciplined response. Stay focused on what the command term is "commanding" you to do!


For more specific details on how to apply these techniques to different exam papers, see the following chapters: "Short-answer questions on content areas", "Concept-based extended response essays", and "Questions on your class practicals".