Welcome to Evaluating Unseen Research!

In your IB Psychology journey, specifically for Paper 2 Section B, you will be presented with a description of a research study you have never seen before. Your job isn't just to read it—it’s to put on your "psychologist hat" and evaluate it.

Don't worry if this seems a bit intimidating at first. You don't need to have every study in history memorized. Instead, the IB gives you a "toolkit" of six concepts to help you break down and critique any research that comes your way. Let’s learn how to use them!

What is Paper 2 Section B?

In this part of the exam, both SL and HL students must answer a question that asks them to evaluate an unseen research study. The catch? You must evaluate it using two or more of the six official IB concepts. This section focuses on your ability to analyze (AO2) and evaluate (AO3) rather than just repeating facts.

The "Big Six": Your Conceptual Toolkit

To evaluate a study effectively, you need to look at it through the lens of these six concepts. Think of these as different filters for a camera—each one shows you something different about the research.

1. Bias
Bias refers to any factor that distorts the results of a study.

  • Researcher Bias: Did the person running the study subconsciously influence the participants to get the result they wanted?
  • Participant Bias: Did the participants change their behavior because they knew they were being watched (the Hawthorne effect)?
  • Sampling Bias: Does the sample represent the population of interest, or is it too narrow?

2. Causality
This is all about "cause and effect."

  • Does the study prove that Variable A caused Variable B to change?
  • True experiments are great for this, but quasi-experiments or surveys often only show a relationship (correlation), not necessarily a cause.

3. Change
Psychology is often interested in how behavior evolves.

  • Was the study a "snapshot" in time (cross-sectional), or did it look at change over a long period (longitudinal)?
  • Does the behavior being studied stay the same, or does it fluctuate based on the environment?

4. Measurement
This asks: How did the researchers turn a complex human behavior into data?

  • If they are measuring "happiness," are they using a scale of \(1-10\), or a biological marker like cortisol levels?
  • Is the tool they used accurate? This is where you look at validity (does it measure what it claims to?) and reliability (is it consistent?).

5. Perspective
Different approaches (biological, cognitive, sociocultural) offer different perspectives.

  • Does the study only look at the brain (biological perspective) while ignoring the person's culture (sociocultural perspective)?
  • Whose point of view is missing? For example, does the research only represent Western, educated people?

6. Responsibility
This is the "Ethics" concept.

  • Researchers have a responsibility to protect their participants. Did they ensure informed consent? Did they avoid causing harm?
  • It also covers the social responsibility of the research—could the findings be misused to stereotype a certain group?

Quick Review: To remember these, try the mnemonic B.C. C.M.P.R. (Big Cats Can Make People Run) – Bias, Causality, Change, Measurement, Perspective, Responsibility.

How to Structure Your Evaluation

When you see the unseen study in the exam, follow these steps to build a high-scoring response:

Step 1: Identify the Research Method

Before evaluating, you must identify what kind of study it is. Is it an experiment, an observation, an interview, or a survey/questionnaire? Each method has its own strengths and weaknesses.
Note: For more on these specific methods, see the chapter "Questions on your class practicals".

Step 2: Choose Your Concepts

The prompt will ask you to evaluate with regard to two or more concepts. Pick the ones that "fit" the study best. For example:

  • If the study uses a very small sample, talk about Bias.
  • If the study uses a complex brain scan, talk about Measurement.
  • If the study is about how children grow up, talk about Change.

Step 3: The "PEEL" Approach for Each Concept

For each concept you choose, write a detailed paragraph:

  • Point: State the concept (e.g., "One way to evaluate this study is through the concept of Measurement.")
  • Evidence: Refer specifically to the unseen study. What did they measure? How?
  • Explanation: Explain the implications. Why is this measurement good or bad? Does it make the findings more credible?
  • Link: Connect it back to the overall quality of the study's conclusions.

Common Mistakes to Avoid

1. Just summarizing the study: The examiner has already read the study! Don't spend your whole essay retelling what happened. Focus on evaluating it using the concepts.

2. Forgetting the "Population of Interest": Always ask yourself: "Who are these findings supposed to apply to?" If the study only tested five people but tries to explain all of humanity, that is a major point for Bias and Measurement.

3. Ignoring Ethics: If you see a study that seems "mean" or "risky," use the concept of Responsibility to discuss ethical considerations like protection from harm or debriefing.

Key Takeaways for Success

  • Be Conceptual: This isn't just about "good" or "bad" research; it’s about using the specific terms: Bias, Causality, Change, Measurement, Perspective, and Responsibility.
  • Balance: Try to show both a strength and a limitation for the concepts you choose. No study is perfect, but no study is completely useless either!
  • Focus: Stick to the unseen study provided. You don't need to bring in outside studies unless they directly help you explain a concept.

Did you know? The IB's goal is "psychological literacy." This means they want you to be able to read a news article about a new "scientific discovery" and use these six concepts to decide if you should actually believe the claims!