IB Psychology SL 3.2 Human Development Topic Practice

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 factors influencing brain development.

Relevant factors may include, but are not limited to:
- neuroplasticity
- gene expression
- environmental factors eg stress, neglect, nutrition, trauma
- cognitive factors eg language acquisition, problem solving and executive function, memory tasks
- maturational theory of brain development.

Responses to this question may also use Piaget's and Vygotsky's theories. For these responses, marks should be awarded depending on how effectively responses link these to brain development.

Relevant studies may include, but are not limited to:
- Waber's (2007);
Gogtay et al.'s (2004) longitudinal studies of brain development using MRI scans
- Chugani et al.'s (2001) study on developmental changes in brain serotonin synthesis capacity
- Johnson and Newport's (1989) study on maturational predispositions for learning a language
- Baird et al.'s (2002);
Diamond's (1991) studies on the effect of maturation on the frontal lobe and the development of object permanence
- Bell and Fox's (1996) study on crawling experience related to changes in the cortical organization during infancy using EEG
- Danelli et al.'s (2012) case study on functional neuroplasticity
- Gieldd et al.'s (2004) longitudinal study on brain development across developmental stages
- Rosenzweig, Bennett and Diamond's (1972) study on environmental effects on brain development
- Bremner's (2003) study on how early sexual abuse correlated with the atrophy of the hippocampus.

Discussion points may include, but are not limited to:
- methodological and ethical considerations
- practical applications and implications of the findings
- the accuracy and clarity of the concepts
- assumptions and biases
- supporting and/or contradictory evidence.

Responses referring to research on animals, such as Rosenzweig study should be linked to human brain development. Responses that do not explicitly make any link to human brain development should be awarded up to a maximum of [3] for criterion C: use of research to support the answer. All remaining criteria should be awarded marks according to the mark bands independently and could achieve up to full marks.

Refer to the paper 2 assessment criteria when awarding marks.
The command term "to what extent" requires candidates to consider the contribution of sociocultural factors in the development of identity. It is appropriate and useful for candidates to address the influence of biological and cognitive factors in the development of identity in order to respond to the command term "to what extent".

Sociocultural factors influencing identity development may include, but are not limited to:
- family influences on identity development
- the role of culture in identity development
- the ethnic aspect of identity development
- gender and identity development
- social class and identity development
- social identity and identity development.

Research studies may include, but are not limited to:
- Marcia (1980) family influences on identity development in adolescence
- Erikson's (1968) research on culture, race, ethnicity and identity
- Phinney's (1989) study on ethnic identities of minority groups
- Gilligan (1990) study on gender and identity development
- Tajfel and Turner (1979) research on social identity and identity development
- Gee and Crawford, (1998) research on language, social class and identity

Candidates may address a small number of sociocultural factors influencing identity development in order to demonstrate depth of knowledge, or may address a larger number of sociocultural factors influencing identity development in order to demonstrate breadth of knowledge. Both approaches are equally acceptable.

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
-
- 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.