IB Psychology HL 3.2.3 Development Models Questions

Refer to the paper 2 assessment criteria when awarding marks.
The command term "evaluate" requires candidates to make an appraisal by weighing up the strengths and limitations of one or more theories/models of cognitive development. Although a discussion of both strengths and limitations is required, it does not have to be evenly balanced to gain high marks.

Candidates may discuss one theory/model of cognitive development in order to demonstrate depth of knowledge, or may discuss a larger number of theories/models in order to demonstrate breadth of knowledge. Both approaches are equally acceptable.

Theories/models may include, but are not limited to:
- Piaget's theory of cognitive development
- Bruner's theory of cognitive development
- Vygotsky's theory of cognitive development
- Kohlberg's theory of moral development
- theories of brain development.

Research studies may include, but are not limited to:
- Piaget and Inhelder's (1956) Swiss mountain study
- Bower and Wishart's (1977) study on object permanence
- Samuel and Bryant's (1984) study on conservation
- Saxe et al.'s (1987) study on the zone of proximal development
- Winsler et al.'s (2003) study on speech patterns and problem-solving tasks
- Kohlberg's (1984) study on dilemmas
- Zuliana et al.'s (2019) study on teaching mathematics
- Giedd's (2004) longitudinal study using MRIs to investigate structural changes in the human brain during adolescence.

Evaluation may include, but is not limited to:
- stages versus continuous process
- the accuracy and clarity of the concepts
- practical applications of the theory
- how the findings of research have been interpreted
- assumptions and biases
- areas of uncertainty
- supporting and/or contradictory evidence
- contradictory explanations
- gender and/or cultural considerations
- methodological and ethical considerations
- comparisons/contrasts of different models.

If the candidate addresses only strengths or only limitations, the response should be awarded up to a maximum of [3] for criterion D: critical thinking. All remaining criteria should be awarded marks according to the best fit approach.