IB Psychology HL 3.2 Human Development Questions

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

Relevant theories may include, but are not limited to:
- theory of neuroplasticity
- maturational theory of brain development.

Relevant studies may include, but are not limited to:
- Chugani's (1999) study of PET scans and glucose metabolism in newborns
- Giedd's (2004) longitudinal study of healthy children using MRI scans
- Waber's (2007) longitudinal study of normal brain development using MRI scans
- Strathearn et al.'s (2001) study of delayed cognitive development and head growth.

Evaluation points may include, but are not limited to:
- the accuracy and clarity of the theory
- productivity of the theory in generating psychological research
- methodological, cultural, and gender considerations
- contrary explanations
- applications of the theory
- ethical concerns regarding research
- relevance of animal models for human brain development.

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.

Refer to the paper 2 assessment criteria when awarding marks.
The command term "examine" requires candidates to uncover the assumptions and interrelationships between social and/or environmental variables and cognitive development. The variables examined do not have to be specifically identified as social or environmental as they are arguably very much related.

Candidates may examine social/environmental variables in relation to specific aspects of cognitive development (for example, memory, intelligence or attention) or examine cognitive development in general. Both approaches are equally acceptable.

Candidates may examine positive influences of social/environmental variables (for example, Head Start programmes or parental training) as well as negative influences (for example, deprivation or trauma) on cognitive development.

Variables may include, but are not limited to:
- interactions with parents, siblings, peers, teachers and other significant figures (for example, Farah et al., 2008)
- social/environmental variables in relation to specific cultures differ in the kinds of cognitive skills that are valued and consequently encouraged and developed (Vygotsky, 1978;
Cole and Scribner, 1974)
- children living in poverty are more likely to suffer from learning disabilities and developmental delays (for example, Rutter's studies;
Krugman, 2008)
- malnutrition can influence cognitive development (for example, Bhoomika et al., 2008)
- early nutritional supplements in the form of protein and increased calories can have positive long-term consequences for cognitive development (Pollitt, 1995).

Animal studies may be used to support the answer as long as they are explicitly linked to human cognitive development.

Candidates may examine one variable in order to demonstrate depth of knowledge, or may examine a larger number of variables in order to demonstrate breadth of knowledge. Both approaches are equally acceptable.

If a candidate only examines how one or more social and/or environmental variables may affect attachment, the response should be awarded up to a maximum of [3] for criterion A, knowledge and understanding, up to a maximum of [3] for criterion B, critical thinking, and up to a maximum of [2] for criterion C, organization.

Refer to the paper 2 assessment criteria when awarding marks.
The command term "compare and contrast" requires candidates to give an account of similarities and differences between two theories of cognitive development. Although a discussion of both similarities and differences is required, it does not have to be evenly balanced to gain high marks.

Relevant theories may include, but are not limited to:
- Piaget's assimilation/accommodation model of cognitive development
- Vygotsky's contextual approach to cognitive development
- Bruner's theory of cognitive development
- information-processing approach to cognitive development
- neurobiological explanations of cognitive development.

Comparing and contrasting points may include, but are not limited to:
- assumptions of the theories
- methodological considerations
- cultural and gender considerations
- stages versus continuous process
- productivity of the theories in generating psychological research
- applications of the empirical findings.

If a candidate discusses only similarities or only differences, the response should be awarded up to a maximum of [5] for criterion B, critical thinking, and up to a maximum of [2] for criterion C, organization. Up to full marks may be awarded for criterion A, knowledge and comprehension.

If a candidate only describes and evaluates one theory with no specific reference to another theory, the response should be awarded up to a maximum of [3] for criterion A, knowledge and comprehension, up to a maximum of [3] for criterion B, critical thinking, and up to a maximum of [2] for criterion C, organization.

If a candidate compares and contrasts more than two theories, credit should be given only to the first two theories. However, candidates may address other theories and be awarded marks for these as long as they are clearly used to clarify the comparison of the two main theories addressed in the response.

If a response is based upon theories of attachment rather than cognitive development, the response should be awarded up to a maximum of [3] for criterion A, knowledge and comprehension, up to a maximum of [3] for criterion B, critical thinking, and up to a maximum of [2] for criterion C, organization.