Tom Coster – Psychology

Author: Tom

  • The Dunedin longitudinal study, ageing, brain scans and dementia – a worksheet.

    The Dunedin longitudinal study, ageing, brain scans and dementia – a worksheet.

    News article:

    New Zealand scientists have helped develop an internationally groundbreaking tool that estimates a person’s risk of getting dementia and other age-related diseases.

    It uses a single MRI scan that can be done in mid-life and before someone is showing any signs of the conditions.

    Otago University scientists worked with Duke and Harvard universities in the United States and have published their findings in the prestigious medical journal Nature Aging this week.

    Data from Otago’s Dunedin Study – which has followed 1037 participants since they were born in 1972 and 1973 – has been critical in the work.

    That study looked at changes in blood pressure, glucose and cholesterol levels, tooth and gum health and other body functions over 20 years to see how quickly people were ageing.

    That data was then compared with an MRI taken when the study participants were 45 and a tool – an algorithm known as Dunedin PACNI – was developed that can look at anyone’s MRI and estimate how they might age.

    Dunedin Study director Professor Moana Theodore said study members who had higher or faster PACNI scores were more likely to have poorer health.

    “And also poorer physical functioning, things like walking and balance, and also poorer cognitive function, things like poorer memory even though they were, at that stage in their mid 40s,” she said.

    The new tool was then tested out on 50,000 brain scans from data on people aged 50-89 in other parts of the world.

    “In those studies of older people we were able to identify things like the development of chronic disease, so, an increased likelihood of heart attacks or strokes, an increased risk of being diagnosed with dementia over time and even an increased mortality,” she said.

    The study found those who were ageing faster had more shrinkage in the hippocampus region of the brain and performed worse on cognitive tests.

    Professor Theodore said the tool could help change outcomes for people.

    “If we can predict ageing, especially in mid-life…. then what we are able to do is prevent, possibly intervene earlier on to stop or slow down age related diseases like dementia for which there is currently no clear treatment,” she said

    She and her team were incredibly proud of the work – and she thanked the Dunedin Study members and their families for their 50 year contribution.

    “It’s wonderful to have a New Zealand study that is at the forefront of international research on ageing and how to support people to age positively and well and how to reduce age related diseases that cause people to have poorer quality of life later in life,” she said.

    DunedinPACNI will be freely available for scientists around the world to use to further their own work on ageing.

    Source: Single MRI scan could be used to estimate dementia risk | RNZ News

    Whitman et al, (2025). DunedinPACNI estimates the longitudinal Pace of Aging from a single brain image to track health and disease.

    The Dunedin Study and dementiaDownload

  • How to answer the exam questions

    How to answer the exam questions

    We’re excited to share a new (and free) resource created to support teachers and students in the new IB Diploma Psychology course: “How to answer exam questions.”

    How to answer exam questionsDownload

    This document will demystify the exam requirements across Papers 1, 2, and 3. It provides clear, structured guidance on how to approach every question.

    • Step-by-step structures for each question
    • Tips for content selection and writing focus

    The document is provided in Word format so you can copy and edit it to suit your purposes or share it directly with your students. A suggested use: Give a copy to students when they are doing practice exams so they can see exactly how to structure their responses.

    We hope this document helps make exam preparation a little smoother for everyone. Feel free to share it with colleagues.

    If you’re looking for even more comprehensive support, check out our book IB Diploma Psychology – Ten Mock Examinations with Model Answers. It includes TEN full mock exams (Papers 1, 2, and 3) complete with high-scoring sample responses for every question. Use it to plan your mocks, guide student revision, and sharpen your understanding of exactly what to teach for exam success.

  • Birth order and behaviour: A worksheet to support the 6 Concepts

    This post is about a Worksheet (below) that teachers can use in the first week or two of the course to introduce students to the 6 big Concepts of the course and to allow a conversation about the significance of good research. The worksheet includes a very recent article from BBC News (June 20th, 2025) and a collection of activities for students to complete, perhaps in small groups, perhaps individually, perhaps for homework…

    The birth order theory

    Is the first-born always the responsible one and the last born always the fun-loving rebel?

    The birth order theory suggests that your position in the family (firstborn, middle child, youngest, or only child) shapes your personality in predictable ways:

    • Firstborns are said to be more responsible and achievement-focused.
    • Middle children are often described as peacemakers or attention-seekers.
    • Youngest siblings are thought to be fun-loving and rebellious.
    • Only children are sometimes stereotyped as selfish or overly mature.

    These ideas are fun to talk about at dinner tables — and even show up in TV shows and social media memes — but do they hold up to scientific scrutiny?

    The research says… no.

    Decades of research have tried to pin down whether birth order really causes differences in personality. While some studies have found small patterns — for example, that firstborns might score slightly higher on intelligence tests — larger and better-designed studies have found no consistent, universal effects of birth order on broad personality traits.

    That doesn’t mean birth order has zero impact. It may shape behaviour in specific family contexts or cultures, and people’s beliefs about birth order can shape their identities. But overall, there’s very little evidence to say that your position in the family determines your personality in any reliable or scientific way.

    This example gives us a good way to start understanding the six key Concepts of IBDP Psychology:

    1. Bias

    We tend to notice evidence that confirms our expectations and ignore what doesn’t — a classic example of confirmation bias. If your older sister is bossy, you might say “Well, obviously, she’s the eldest.” But what about all the bossy youngest children?

    2. Causality

    Is it really birth order that causes certain traits? Or could it be age, parenting style, socioeconomic status, or even gender expectations? Psychology often grapples with correlation vs. causation, and birth order is a great example of that complexity.

    3. Measurement

    How do we measure personality? Many studies rely on self-report questionnaires, which come with limitations. People might describe themselves based on how they think they’re supposed to behave as an oldest child, not how they actually behave.

    4. Perspective

    The impact of birth order may differ between cultures and families. In some societies, firstborns may carry traditional responsibilities, while in others, birth order is far less significant. Perspective reminds us that psychology is not one-size-fits-all.

    5. Change

    Your personality and family roles can shift over time. A younger sibling might become more responsible later in life. Psychology recognises that behaviour and identity are not fixed, but dynamic.

    6. Responsibility/Ethics

    If we assume someone’s behaviour is fixed by their birth order, that can be limiting — even harmful. Ethical psychology considers the social consequences of labelling, stereotyping, and drawing broad conclusions from incomplete evidence.

    In the first week of IB Psychology, we’ll use this birth order debate to practice:

    • Asking critical questions about theories and research
    • Exploring the six Concepts in real-world contexts
    • Discussing beliefs vs. evidence, and developing a scientific mindset

    You’ll be using the attached worksheet to guide your thinking and conversation. Don’t worry — you don’t need to be an expert in Psychology yet. The goal is to start asking smart questions and learning how to evaluate claims, whether they’re in a textbook, a TikTok post, or a family argument at dinner.

    Final Thought

    1. What is your birth order?
      (First-born, middle child, youngest, only child, twin, etc.)
    2. Do you think your birth order has influenced your personality or behaviour?
      If so, in what ways?
    3. Do people ever describe you using “birth order” traits?
      (e.g. “You’re such a responsible oldest child” or “Typical youngest!”)
      Do you agree or disagree with those descriptions?
    4. How are your siblings’ personalities different from yours?
      Do you think these differences are because of birth order, or something else?
    5. Do you think all first-borns are more responsible? All youngest siblings more fun or rebellious?
      Why or why not?
    6. Do you think people act a certain way because of their birth order — or because they believe birth order affects their behaviour?
      Can belief shape personality?
    7. Do cultural or family expectations influence how children behave based on their birth order?
      Can you think of an example?
    8. Have you ever changed your role in the family over time?
      For example, were you once the “quiet one” but became more assertive? What caused that change?
    9. Do you think only children are different from children with siblings?
      In what ways, and why?
    10. If someone knew nothing else about you except your birth order, what might they assume about your personality?
      Do you think they’d be right?

    These questions can lead to some rich and open discussion — and they provide a natural bridge into critical thinking, the importance of evidence-based research, and the limitations of generalisations in psychology.

    Concepts worksheet – Eldest daughter syndromeDownload

    Final thought…

    Psychology is full of ideas that sound right — but part of becoming a psychologist is learning to dig deeper. The birth order theory may not be strongly supported by data, but it gives us the perfect launchpad into the skills, attitudes, and concepts that define this course.

  • Formative Assessment: Keep It Simple

    As teachers, all we really want to know is: Did they learn what I think I’ve taught them? The challenge is finding a simple, fast way to answer that question.

    Oral checks at the end of class are great — but with 20 students, I’d need another lesson just to ask them all. Exams have their place, but in IB Diploma Psychology, written exams often only test a small slice of the syllabus. We know Social Identity Theory might not even show up. So how do I know if my students truly understand it?

    Over the years, I’ve had a love-hate relationship with multiple choice tests. They take time to write, but once they’re built, they become one of the most efficient formative tools we have. Students actually like them — they can focus purely on content without the pressure of writing structure, command terms, or phrasing. I simply get a clear snapshot: do they know it or not?

    That’s why I created a book of 70 multiple choice tests for the new IB Psychology syllabus. No, MCQs aren’t part of the official exam. But as quick, focused checks of cumulative knowledge, they’re one of the best tools I’ve found to guide my teaching.

  • Ten complete exam papers with high-scoring sample responses

    Real answers to your IBDP Psychology exam questions

    Struggling to figure out how much students need to write to get full marks?
    Wondering whether research studies are essential in exam answers?
    Curious how the new Class Practicals actually relate to the Paper 3 questions?

    You’re not alone—and now, you don’t have to guess because here’s an essential resource for the new IBDP Psychology course: A book of TEN complete exams (Standard and Higher Level), complete with high-scoring sample responses for every paper. TEN separate exam papers – use them for  exam preparation lessons and for your end of year practice/mock exams.

    This is the guide every teacher and student has been waiting for.

    • Detailed examples of full-mark answers—so students know exactly what ‘excellent’ looks like.
    • Clear guidance on how much to write, how to structure responses, and what the examiners expect.
    • Smart insights into whether and how to use research studies in your answers.
    • A clear link between the Class Practicals and how they prepare students for the demands of Paper 3.

    Whether you’re teaching the course or preparing to sit the exam, this book takes the mystery out of assessment and replaces it with confidence, clarity, and results.

    Tom Coster’s Ten Exams for IBDP Psychology is your ultimate companion for success in the new syllabus.

  • Dr Phil Silva: The Visionary Behind the Dunedin Study

    The global Psychology community mourns the loss of a pioneer. Dr Phil Silva, founder of the world-renowned Dunedin Multidisciplinary Health and Development Study – better known simply as the Dunedin Study – passed away on Thursday at the age of 84.

    For IB Diploma students, the Dunedin Study on which the longitudinal study that Caspi et al. (2003) is based.

    Dr Silva’s legacy is nothing short of extraordinary. In 1972, he began following the lives of 1037 babies born at Queen Mary Maternity Hospital in Dunedin. Over 50 years later, the study continues, with a participation rate of around 90% – an unmatched achievement in longitudinal research worldwide.

    As psychology teachers, we often search for meaningful case studies that demonstrate the real-world impact of psychological research. The Dunedin Study is one of those rare, gold-standard examples. It has helped reshape our understanding of child development, health, education, and mental wellbeing – and much of its success is owed to Dr Silva’s vision, energy, and compassion.

    Before becoming a psychologist and researcher, Phil Silva was a primary school teacher. Teaching rural children in the 1960s deeply influenced his later work – a foundation built on empathy, curiosity, and a commitment to supporting young people and their families. That passion carried through into his academic career, where he completed a master’s and PhD under Otago University’s Dr Patricia Buckfield, who herself had a keen interest in neonatology.

    Together, their early work collecting data on babies born in Dunedin from 1967 to 1973 laid the groundwork for the creation of the Dunedin Study. But it was Silva’s leadership, drive, and charisma that propelled the project forward. Against the odds – with minimal funding and few formal resources – he rallied hundreds of volunteers who believed in his mission to improve children’s lives.

    Silva’s research didn’t just stay in academic journals. It influenced public health policy, helped normalise routine check-ups for preschoolers, and highlighted the impact of conditions like glue ear on child development. He spoke passionately about the need for society to prioritise children’s wellbeing. In one memorable critique, he noted that New Zealanders were more likely to service their cars than check on the health of their children – a powerful call for compassion and systemic care.

    His work was internationally recognised. In 1993, the Dunedin Study made the cover of Time magazine under the headline: “All You Need is Love”. A year later, Silva was awarded an OBE for services to health and education.

    Dr Silva’s influence extended far beyond data collection. He was a mentor to the late Professor Richie Poulton, who succeeded him as study director, and to the current director, Professor Moana Theodore, who first joined the team as an interviewer during the age-26 assessment phase.

    Theodore describes him as “an energetic mentor” with a unique ability to bring people together in service of a bigger purpose: improving lives. That ability is reflected in the enduring loyalty of study participants – many of whom have stayed involved for over five decades.

    She beautifully summed up his contribution:

    “Dr Phil has left this legacy and a taonga [prized treasure] for New Zealand… the best childhood foundation guarder in the world – and the most studied group of people anywhere in the world.”

    For those of us teaching psychology, the Dunedin Study is a model of longitudinal research excellence. It’s a case study we can use not only to explain developmental psychology, biopsychosocial models, or research methods—but also to inspire our students to see how psychological science can serve real people, communities, and policy.

    Dr Phil Silva didn’t just collect data—he created change. He showed us what psychology could be at its best: compassionate, evidence-based, and relentlessly committed to human wellbeing.

    Let us honour his legacy by continuing to teach with the same curiosity, purpose, and care.

    Rest in peace, Dr Silva. Your work lives on—in policy, in classrooms, and in the lives of 1037 individuals who helped the world better understand what it means to grow, change, and thrive.

  • Estonia, mobile phones and students.

    Newsflash: Estonia’s Minister of Education and Research, Kristina Kallas, emphasized Estonia’s proactive and open approach to digital tools in education during a speech at the Education World Forum in London. Unlike many European countries that are cautious about screen time and mobile phone use in schools, Estonia encourages the use of smartphones for learning. Schools set their own rules, and students—particularly those aged 16 and up who are eligible to vote online—are expected to use their phones as tools for both civic participation and education. Kallas notes the absence of problems related to mobile use, crediting Estonia’s digitally fluent society and schools’ autonomy.

    Kallas highlighted Estonia’s long-standing digital investment, starting with the 1997 Tiigrihüpe (Tiger Leap) programme, which brought internet access to all schools. Now, the country is embracing AI and smartphone technology as the next evolution in education. Kallas predicts the decline of traditional homework essays and rote learning, pushing instead for a focus on oral assessment and the development of high-level cognitive skills. She frames this shift as essential in keeping pace with the capabilities of AI, warning that if humans don’t evolve cognitively, technology may overtake them.

    Yes. The most powerful learning tool ever, so let’s teach students how to make the best use of them. Teaching… it’s what we do.

    As teachers, we’ve all been part of the debate: are mobile phones a distraction or a tool in the classroom? Estonia’s Minister of Education, Kristina Kallas, offered a refreshing perspective this week that challenges many of our assumptions. In Estonia, mobile phones are not banned in schools—they’re embraced. Why? Because they reflect the real world students are living in, and Estonia sees them as integral to learning and civic life. Sixteen-year-olds vote online using their phones. It would be illogical, Kallas argues, to deny them the same access in a classroom setting.

    This approach got me thinking. In IB Psychology, we ask students to critically evaluate, think metacognitively, and link psychological theory to the real world. What better way to model that than by integrating the very tools students already use to explore and interact with that world? Estonia isn’t ignoring the risks—phones aren’t used during breaks, and younger students face tighter limits—but they are trusting teachers and schools to manage these decisions locally.

    The most provocative idea Kallas raised is that AI may render essays and rote learning obsolete. That’s a bold claim. But if AI can generate knowledge quickly and accurately, then the role of education must shift towards helping students think better—to question, synthesise, communicate, and reflect. Isn’t that what we’re already trying to do in the IB?

    Rather than fight the tide, maybe we should, like Estonia, ride it. But there’s no maybe about it. We should. We must!Our job, our responsibility, is to help students use them correctly, with integrity and responsibilty and respect.

  • 10 Mock Examinations (with model answers)

    This is the book everyone is asking for – sample examinations – TEN of them. And model (high-scoring) answers.

    If you’re preparing for IB Psychology, Tom Coster’s Ten examinations with model answers is an ESSENTIAL resource.

    While the IB provides just one sample exam on the MyIB Programme Resource Centre, Tom Coster’s book goes much further – TEN full-length exams (Papers 1, 2 and 3), each with high-scoring student responses. These sample answers give students and teachers a very clear insight into what a top-level response looks like.

    Instead of guessing what earns a 7, readers can analyse near-perfect responses, identify successful strategies, and improve their own writing and exam technique. For teachers, it’s a time-saving tool for revision, assessment preparation, and modelling high standards. For students, it’s like having a roadmap to exam success.

  • The In Class Practicals

    One of the most exciting features of the new IB Diploma Psychology course is the emphasis on class practicals, which give both Standard Level (SL) and Higher Level (HL) students a chance to engage directly with psychological research methods. These activities are more than just experiments, they are designed to support critical discussion of each research approach, helping students build practical understanding while making connections to real-world contexts.

    Class practicals are embedded into each of the course’s four contexts: Health and Well-being, Learning and Cognition, Human Development, and Human Relationships. Each context is linked with a specific research method:

    • In Health and Well-being: Interview.
    • In Learning and Cognition: Experiment.
    • In Human Development: Observation.
    • In Human Relationships: Survey/Questionnaire.
    Interview

    Each Context in the Subject Guide includes a list of suggested class practicals, but these are examples only and teachers are encouraged to tailor the activities to their own students and their local setting. For instance, under the Health and Well-being context, students could conduct focus group interviews on how peers manage stress, or investigate student perceptions of mindfulness practices after a class activity. Other examples include semi-structured interviews with professionals such as school counsellors or fitness coaches, or interviews exploring links between social media use and self-esteem, or exercise habits and mood.

    Importantly, Tom Coster’s Textbook includes dedicated guidance for the In Class Practicals in each context, helping both teachers and students make the most of these learning opportunities.

    The In Class Practical is not just a learning activity — it is also formally assessed in Paper 2, Section A, where students respond to four structured questions related to one of the 4 Practicals they completed. These questions test students’ understanding of methodology, concepts like bias or ethics, and the ability to design or compare research approaches.

    In short, In Class Practicals bring psychology to life, giving students the opportunity to be researchers themselves and fostering deeper, more critical engagement with the subject.

    Here is a free downloadable document describing how to complete the In-Class Practical for an interview. It includes summary notes that students would use to prepare for Paper 2 Section A.

    Class PracticalDownload

  • Class practicals in the new DP Psychology course – are…

    …a piece of cake!

    The new IBDP Psychology syllabus introduces “Class Practicals” — and understandably, many teachers are expressing some concern. But there’s good news: they’re not as big a deal as they might seem.

    First, students don’t need to each design and carry out four practicals independently. These are class activities, best done together during regular class time or in school, using the 4 research methods to prepare for Paper 1 Section B. The aim is to build understanding of experimental design, data collection, and critical thinking — not to create publishable research.

    Each of the four required Class Practicals aligns with a key method in the syllabus: experiment, observation, interview, and survey/questionnaire. Teachers are encouraged to guide the design and implementation, ensuring all students participate and reflect on the process.

    If you’re looking for support, Tom Coster’s IBDP Psychology: The Textbook is a must-have. It provides clear explanations, guidance, and a ready-to-use example for each practical. With good planning and a collaborative classroom approach, these activities can be both manageable and meaningful.