Here is a brand-new worksheet for the Human Development Context based on an article published yesterday on the BBC website about the hidden brain changes in six-year-olds. This resource helps HL students discuss the role of culture in human development as well as the Concepts of Bias, Perspective, and Responsibility.
It’s ideal preparation for answering Paper 3, Question 4.
For decades, scientists debated whether adult human brains can generate new neurons, a process known as neurogenesis. While neurogenesis had been documented in animals, evidence in humans was inconsistent—until now. A July 2025 study (Dumitru et al., 2025) offers compelling proof that new neurons are produced in the adult human brain, with clear identification of the neural precursor cells responsible for this process.
Researchers at the Karolinska Institute examined postmortem brain tissue from individuals aged 13 to 78. Using advanced RNA sequencing techniques, they identified molecular markers of immature neurons and precursor cells in most brains. These findings confirm that neurogenesis occurs throughout life, particularly in the hippocampus, a brain structure central to memory and learning—and a key site of neurotransmission.
This discovery is relevant to the study of neurotransmission because new neurons contribute to brain plasticity, synaptic communication, and potentially the regulation of neurotransmitters. The hippocampus, rich in glutamate, GABA, and dopamine receptors, may rely on newly generated neurons for encoding new memories and emotional regulation.
Interestingly, two adult brains showed unusually high levels of neurogenesis; one belonged to a person with epilepsy, raising questions about how increased or disrupted neurogenesis might affect brain activity. In animal studies, altered neurogenesis has been linked to depression and Alzheimer’s disease, suggesting a role for new neurons in mental health and neurological disorders.
This study closes a major gap in our understanding of brain development and opens new avenues for researching how neurotransmission is influenced by ongoing neuron formation. It also raises key questions for psychology: How might neurogenesis affect behaviour? And can this process be enhanced to support mental health?
Reference:
Dumitru, I., Paterlini, M., Zamboni, M., Ziegenhain, C., Giatrellis, S., Saghaleyni, R., … Frisén, J. (2025, July 3). Identification of proliferating neural progenitors in the adult human hippocampus. Science, 389(6755), 58–63. https://doi.org/10.1126/science.adu9575
We’ve just created a new free worksheet designed to support DP Psychology (Higher Level) students exploring Motivation within the Cognition and Learning context. It’s particularly useful for developing responses to Paper 3, Question 4, which asks students to consider how the learning or cognitive process studied (in this case, motivation) relates to Learning and Cognition.
The worksheet draws on an article by The Hechinger Report, which follows a student’s shift from disengagement to renewed motivation after enrolling in an innovative, student-led high school. Using this real-world example, students are introduced to key concepts from Self-Determination Theory (Deci & Ryan), including intrinsic and extrinsic motivation, and the psychological needs of autonomy, competence, and relatedness.
The worksheet includes:
This is a valuable, ready-to-use resource for helping students develop deeper conceptual understanding of motivation while also preparing them for Paper 3 Question 4.
Download the worksheet [below], and don’t forget to Subscribe to the blog for updates.
In Psychology, culture means the values, beliefs, norms, behaviours, and practices shared by a group of people. Culture influences how we think, communicate, behave, and perceive the world around us.
The Carpentered World Hypothesis states that exposure to straight lines and right angles in architecture affects visual perception (a cognitive process).
The worksheet (below), summarises an article in The Guardian relating the role of Culture in Perception. The worksheet guides students to think about and discuss the role of Culture in the Learning and Cognition Context, linking to the Concept of Perspective.
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
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.”
This document will demystify the exam requirements across Papers 1, 2, and 3. It provides clear, structured guidance on how to approach every question.
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.
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 suggests that your position in the family (firstborn, middle child, youngest, or only child) shapes your personality in predictable ways:
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?
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:
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?
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.”
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.
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.
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.
Tom Coster - Psychology 