IB Psychology SL 3.2.3 Development models Question Bank

Refer to the paper 2 assessment criteria when awarding marks.
The command term "discuss" requires candidates to offer a considered review of one or more theories/models of cognitive development.

Theories/models may include, but are not limited to:
- Piaget's theory of cognitive development
- Vygotsky's sociocultural theory
- Bruner's theory suggesting that thinking is the result of cognitive development.

Relevant studies may include, but are not limited to:
- Piaget and Inhelder's (1956) three-mountain study
- Baillargeon (1986); Baillargeon and Graver's (1987) VOE research
- Bower and Wishart's (1977) study on object permanence
- Samuel and Bryant's (1984) study on conservation experiment
- Chi's (1978) study on processing skills
- Nichols's (1996) study testing Vygotsky's theory
- Giedd's (2004) MRI studies on normal brain development
- Wood et al.'s (1976) study on the role of tutoring in problem-solving.

Discussion may include, but is not limited to:
- methodological and ethical considerations of research addressed within the context of the question
- gender/cultural considerations
- stages versus continuous process
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- implications and practical applications of the findings
- assumptions and biases
- supporting and/or contradictory evidence
- comparison of theories to draw out relevant strengths and weaknesses of each (eg the information-processing approach to cognitive development; neurobiological explanations of cognitive development)
- relevant issues and debates and approaches.

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 the breadth of knowledge. Both approaches are equally acceptable.