Practise IB Psychology SL 3.2.3 questions by comparing developmental theories and evaluating studies of cognition, adolescence and brain development.
Evaluate one theory of cognitive development.
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 theory 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.
Relevant theories may include, but are not limited to:
- Piaget’s theory of cognitive development
- Vygotsky’s theory of cognitive development
- Kohlberg's cognitive theory of moral judgement
- information-processing approach to cognitive development
- Bruner's theory of cognitive development
- neurobiological theories of cognitive development.
Evaluation of the selected theory may include, but is not limited to:
- methodological, cultural and gender considerations
- controversies related to stages versus continuous process
- the accuracy and falsifiability of the concepts
- productivity of the theory in generating psychological research
- applicability of the theory such as its impact on educative practice or work
- supporting and contradicting evidence.
If a candidate evaluates more than one theory, credit should be given only to the first evaluation. However, candidates may address other theories and be awarded marks for these as long as they are clearly used to evaluate the main theory addressed in the response.
A discussion of attachment theory or other theories that are not cognitive in nature should not be awarded marks.
If a candidate discusses only strengths or only limitations, the response should be awarded up to a maximum of [5 marks] for criterion B, critical thinking, and up to a maximum of [2 marks] for criterion C, organization. Up to full marks may be awarded for criterion A, knowledge and comprehension.