Topic E: Developmental psychology

5.1.1 Theories of attachment:; learning theories including O'Connor et al.’s (2013) study on social learning, parenting and attachment; Bowlby's maternal deprivation hypothesis and theory of attachment, including the 44 Juvenile Thieves study (1944).

Use - attachment theories to connect the rule to the data and decision in the question.

This matters because - attachment theories determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - attachment theories to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Attachment theories is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

5.1.2 Ainsworth’s work on attachment including types of attachment and care giver sensitivity:; cross-cultural research into attachment types; Strange Situation procedure.; Cognitive and language development.

Use - ainsworth’s attachment research to connect the rule to the data and decision in the question.

This matters because - ainsworth’s attachment research determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - ainsworth’s attachment research to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Ainsworth’s attachment research is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

5.1.3 Theories of cognitive development:; Piaget's stages of cognitive and language development; Vygotsky's zone of proximal development (ZPD); stages of language development; theories of language: learning including Skinner; nativist including Chomsky's language acquisition device (LAD); interactionist including Vygotsky.; Social and emotional development.

Use - cognitive and language development theories to connect the rule to the data and decision in the question.

This matters because - cognitive and language development theories determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - cognitive and language development theories to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Cognitive and language development theories is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

5.1.4 Theories of social and emotional development:; Erikson's stages of psychosocial development; Vygotsky's theory of social development; mindfulness enhancing social, emotional and cognitive development.

Use - social and emotional development theories to connect the rule to the data and decision in the question.

This matters because - social and emotional development theories determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - social and emotional development theories to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Social and emotional development theories is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

5.2.1 Van IJzendoorn and Kroonenberg (1988) Cross-cultural patterns of attachment: A Meta-Analysis of the Strange Situation.; Contemporary study.

Use - van ijzendoorn and kroonenberg (1988) attachment meta-analysis to connect the rule to the data and decision in the question.

This matters because - van ijzendoorn and kroonenberg (1988) attachment meta-analysis determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - van ijzendoorn and kroonenberg (1988) attachment meta-analysis to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Van IJzendoorn and Kroonenberg (1988) attachment meta-analysis is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

5.2.2 Cassibba et al. (2013) Attachment the Italian way (Italy).; One contemporary study from the following two choices:.

Use - cassibba et al. (2013) attachment in italy to connect the rule to the data and decision in the question.

This matters because - cassibba et al. (2013) attachment in italy determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - cassibba et al. (2013) attachment in italy to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Cassibba et al. (2013) attachment in Italy is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

5.2.3 Ashdown and Bernard (2012) Can explicit instruction in social and emotional learning skills benefit the social and emotional development, well-being and academic achievement of young children?.

Use - ashdown and bernard (2012) social and emotional learning to connect the rule to the data and decision in the question.

This matters because - ashdown and bernard (2012) social and emotional learning determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - ashdown and bernard (2012) social and emotional learning to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Ashdown and Bernard (2012) social and emotional learning is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

5.2.4 Ding et al. (2014) The relation of early infant attachment to attachment and cognitive development outcomes in early childhood.

Use - ding et al. (2014) early infant attachment to connect the rule to the data and decision in the question.

This matters because - ding et al. (2014) early infant attachment determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - ding et al. (2014) early infant attachment to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Ding et al. (2014) early infant attachment is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

5.3.1 The use of research methods in psychology when carrying out research in developmental psychology:.; research methods from units 1 and 2 as appropriate, related to developmental psychology.; clinical interviewing in developmental psychology to understand the world of the child.; ethnographic field work including Punch in Bolivia (2002) related to developmental psychology and longitudinal/ cross-sectional research in developmental psychology.

Use - research methods in developmental psychology to connect the rule to the data and decision in the question.

This matters because - research methods in developmental psychology determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - research methods in developmental psychology to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Research methods in developmental psychology is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

5.3.2 Cross-cultural research:; the use of the cross-cultural research method, including the Strange Situation, in developmental psychology, including nature-nurture issues; the use of meta-analysis using cross-cultural research to draw conclusions about the universality of attachment types.

Use - cross-cultural research to connect the rule to the data and decision in the question.

This matters because - cross-cultural research determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - cross-cultural research to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Cross-cultural research is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

5.3.3 Ethics and the UNCRC (1989):; participation versus protection rights and research; getting data from children; ethical issues when children are the participants.

Use - ethics and uncrc to connect the rule to the data and decision in the question.

This matters because - ethics and uncrc determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - ethics and uncrc to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Ethics and UNCRC is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

5.3.4 Decision making and interpretation of data:; List A from Topic A as appropriate; List B from Topic B as appropriate.

Use - decision making and data interpretation to connect the rule to the data and decision in the question.

This matters because - decision making and data interpretation determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - decision making and data interpretation to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Decision making and data interpretation is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

5.3.5 Evaluation of research in developmental psychology:; issues of reliability, validity, generalisability, credibility, objectivity, subjectivity, ethics and practical application of findings as appropriate.

Use - developmental research evaluation to connect the rule to the data and decision in the question.

This matters because - developmental research evaluation determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - developmental research evaluation to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Developmental research evaluation is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

5.4.1 Ethical issues in research (animal and human).

Use - ethical issues in research (animal and human) to connect the rule to the data and decision in the question.

This matters because - ethical issues in research (animal and human) determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - ethical issues in research (animal and human) to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Ethical issues in research (animal and human) is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

5.4.2 Practical issues in the design and implementation of research.

Use - practical issues in the design and implementation of research to connect the rule to the data and decision in the question.

This matters because - practical issues in the design and implementation of research determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - practical issues in the design and implementation of research to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Practical issues in the design and implementation of research is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

5.4.3 Reductionism versus holism when researching human behaviour.

Use - reductionism versus holism when researching human behaviour to connect the rule to the data and decision in the question.

This matters because - reductionism versus holism when researching human behaviour determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - reductionism versus holism when researching human behaviour to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Reductionism versus holism when researching human behaviour is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

5.4.4 Ways of explaining behaviour using different approaches, models or theories.

Use - ways of explaining behaviour using different approaches, models to connect the rule to the data and decision in the question.

This matters because - ways of explaining behaviour using different approaches, models determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - ways of explaining behaviour using different approaches, models to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Ways of explaining behaviour using different approaches, models is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

5.4.5 The issue of psychology as a science.

Use - the issue of psychology as a science to connect the rule to the data and decision in the question.

This matters because - the issue of psychology as a science determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - the issue of psychology as a science to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - The issue of psychology as a science is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

5.4.6 Cultural and gender issues in psychological research.

Use - cultural and gender issues in psychological research to connect the rule to the data and decision in the question.

This matters because - cultural and gender issues in psychological research determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - cultural and gender issues in psychological research to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Cultural and gender issues in psychological research is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

5.4.7 The role of both nature and nurture in psychology.

Use - role of both nature and nurture in psychology to connect the rule to the data and decision in the question.

This matters because - role of both nature and nurture in psychology determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - role of both nature and nurture in psychology to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Role of both nature and nurture in psychology is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

5.4.8 An understanding of how psychology has developed over time.

Use - an understanding of how psychology has developed over time to connect the rule to the data and decision in the question.

This matters because - an understanding of how psychology has developed over time determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - an understanding of how psychology has developed over time to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - An understanding of how psychology has developed over time is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

5.4.9 The use of psychology in social control.

Use - use of psychology in social control to connect the rule to the data and decision in the question.

This matters because - use of psychology in social control determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - use of psychology in social control to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Use of psychology in social control is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

5.4.10 The use of psychological knowledge in society.

Use - use of psychological knowledge in society to connect the rule to the data and decision in the question.

This matters because - use of psychological knowledge in society determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - use of psychological knowledge in society to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Use of psychological knowledge in society is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

5.4.11 Issues relating to socially sensitive research.; Learners may draw on content (concepts and theories), studies and/or research methods from across all topic areas.

Use - socially sensitive research to connect the rule to the data and decision in the question.

This matters because - socially sensitive research determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - socially sensitive research to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Socially sensitive research is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.