School / IB / PSYCH HL / Developmental psychology (option) Exam-style + marking analysis
Developmental psychology (option) One HL option topic on cognitive and social development across the lifespan, examined on Paper 2.
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Psychology HL Developmental psychology (option)
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1 A researcher observes that infants under 8 months old do not search for a toy that has been hidden under a blanket, while infants over 8 months old do search for it. (a) Name the cognitive milestone this describes. (b) Suggest one limitation of using observation of infant behaviour, rather than verbal report, to draw conclusions about infant cognition. ✓ Reviewed Paper 2 style Medium 4 marks No calculator + 2 Marking analysis: A learner attempts the following task: “A researcher observes that infants under 8 months old do not search for a toy that has been hidden under a blanket, while infants over 8 months old do search for it. (a) Name the cognitive milestone this describes. (b) Suggest one limitation of using observation of infant behaviour, rather than verbal report, to draw conclusions about infant cognition.” Their response addresses only this point: “Names object permanence.” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks. ✓ Reviewed Marking analysis Medium 4 marks No calculator + 3 A study compares academic performance of adolescents raised with an authoritative parenting style versus an authoritarian parenting style, finding higher average performance and reported wellbeing in the authoritative group. (a) State one key difference between the two parenting styles. (b) Suggest one confounding variable that could partly explain the performance difference besides parenting style itself. (c) Explain why this study design cannot establish that parenting style alone causes the difference in performance. ✓ Reviewed Paper 2 style Medium 5 marks No calculator + 4 Marking analysis: A learner attempts the following task: “A study compares academic performance of adolescents raised with an authoritative parenting style versus an authoritarian parenting style, finding higher average performance and reported wellbeing in the authoritative group. (a) State one key difference between the two parenting styles. (b) Suggest one confounding variable that could partly explain the performance difference besides parenting style itself. (c) Explain why this study design cannot establish that parenting style alone causes the difference in performance.” Their response addresses only this point: “States a valid key difference, such as authoritative parenting combining high demandingness with high responsiveness/warmth, while authoritarian parenting combines high demandingness with low responsiveness.” Evaluate the response against the complete 5-mark task. Identify what earns credit and state every additional requirement needed for full marks. ✓ Reviewed Marking analysis Medium 5 marks No calculator + 5 A researcher shows a 5-year-old child two identical short, wide glasses filled with equal amounts of water, then pours one glass into a taller, narrower glass while the child watches. The child confidently states that the taller glass now has 'more water', even though nothing was added or removed. (a) Name the cognitive limitation Piaget used this task to demonstrate. (b) Identify the Piagetian stage of cognitive development in which children typically show this limitation. ✓ Reviewed Paper 2 style Easy 2 marks No calculator + 6 Marking analysis: A learner attempts the following task: “A researcher shows a 5-year-old child two identical short, wide glasses filled with equal amounts of water, then pours one glass into a taller, narrower glass while the child watches. The child confidently states that the taller glass now has 'more water', even though nothing was added or removed. (a) Name the cognitive limitation Piaget used this task to demonstrate. (b) Identify the Piagetian stage of cognitive development in which children typically show this limitation.” Their response addresses only this point: “Names a lack of conservation: the inability to understand that a quantity remains the same despite a change in its appearance/shape.” Evaluate the response against the complete 2-mark task. Identify what earns credit and state every additional requirement needed for full marks. ✓ Reviewed Marking analysis Easy 2 marks No calculator + 7 In a modified version of Piaget's conservation task, McGarrigle and Donaldson had a 'naughty teddy bear' puppet accidentally knock over and rearrange the objects being compared, rather than the researcher doing it deliberately and visibly. Under this condition, significantly more young children answered correctly that the quantity had not changed. (a) Explain what this finding suggests about a possible flaw in Piaget's original method. (b) Explain why this matters for interpreting how early children genuinely acquire conservation ability. ✓ Reviewed Paper 2 style Easy 3 marks No calculator + 8 Marking analysis: A learner attempts the following task: “In a modified version of Piaget's conservation task, McGarrigle and Donaldson had a 'naughty teddy bear' puppet accidentally knock over and rearrange the objects being compared, rather than the researcher doing it deliberately and visibly. Under this condition, significantly more young children answered correctly that the quantity had not changed. (a) Explain what this finding suggests about a possible flaw in Piaget's original method. (b) Explain why this matters for interpreting how early children genuinely acquire conservation ability.” Their response addresses only this point: “Explains that in Piaget's original task, the researcher's deliberate, visible action of transforming the material may have led children to assume the quantity must have changed (since an adult had purposefully done something to it), rather than the children genuinely lacking the logical ability to conserve.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks. ✓ Reviewed Marking analysis Easy 3 marks No calculator + 9 In the classic 'Sally-Anne' task, a child watches a story in which Sally hides a marble in a basket and leaves the room; while she is away, Anne moves the marble to a box. The child is then asked where Sally will look for the marble when she returns. Children under about 4 years old typically answer incorrectly that Sally will look in the box, while older children correctly say she will look in the basket. (a) Name the cognitive ability this task tests. (b) Explain why older children's correct answer (the basket) demonstrates this ability, while younger children's incorrect answer (the box) demonstrates its absence. ✓ Reviewed Paper 2 style Easy 3 marks No calculator + 10 Marking analysis: A learner attempts the following task: “In the classic 'Sally-Anne' task, a child watches a story in which Sally hides a marble in a basket and leaves the room; while she is away, Anne moves the marble to a box. The child is then asked where Sally will look for the marble when she returns. Children under about 4 years old typically answer incorrectly that Sally will look in the box, while older children correctly say she will look in the basket. (a) Name the cognitive ability this task tests. (b) Explain why older children's correct answer (the basket) demonstrates this ability, while younger children's incorrect answer (the box) demonstrates its absence.” Their response addresses only this point: “Names theory of mind (specifically, understanding false belief).” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks. ✓ Reviewed Marking analysis Easy 3 marks No calculator + 11 In Ainsworth's Strange Situation procedure, an infant is briefly separated from and then reunited with their caregiver in an unfamiliar room. Some infants are visibly distressed at separation and are easily comforted and quick to return to play upon reunion; others seem to actively avoid or ignore the caregiver upon reunion; still others appear distressed at separation but resist comfort, remaining clingy yet angry upon reunion. (a) Name the three attachment classifications being described, in the order given. (b) Suggest one caregiver behaviour pattern generally associated with producing the first (well-adjusted) attachment type. ✓ Reviewed Paper 2 style Medium 4 marks No calculator + 12 Marking analysis: A learner attempts the following task: “In Ainsworth's Strange Situation procedure, an infant is briefly separated from and then reunited with their caregiver in an unfamiliar room. Some infants are visibly distressed at separation and are easily comforted and quick to return to play upon reunion; others seem to actively avoid or ignore the caregiver upon reunion; still others appear distressed at separation but resist comfort, remaining clingy yet angry upon reunion. (a) Name the three attachment classifications being described, in the order given. (b) Suggest one caregiver behaviour pattern generally associated with producing the first (well-adjusted) attachment type.” Their response addresses only this point: “Names secure attachment for the first pattern (distress at separation, easily comforted, quick return to play).” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks. ✓ Reviewed Marking analysis Medium 4 marks No calculator + 13 Bowlby proposed that infants must form one central attachment bond, primarily with their mother, within a critical early period, and that significant, prolonged disruption to this bond during this period causes lasting, irreversible harm to the child's emotional development. (a) Name this hypothesis. (b) Suggest one valid criticism of this hypothesis, given later research on attachment. ✓ Reviewed Paper 2 style Easy 3 marks No calculator + 14 Marking analysis: A learner attempts the following task: “Bowlby proposed that infants must form one central attachment bond, primarily with their mother, within a critical early period, and that significant, prolonged disruption to this bond during this period causes lasting, irreversible harm to the child's emotional development. (a) Name this hypothesis. (b) Suggest one valid criticism of this hypothesis, given later research on attachment.” Their response addresses only this point: “Names Bowlby's maternal deprivation hypothesis.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks. ✓ Reviewed Marking analysis Easy 3 marks No calculator + 15 According to Vygotsky, a child can solve some problems independently, but can solve a wider range of more advanced problems with the guided support of a more skilled adult or peer, who gradually withdraws support as the child becomes more capable. (a) Name the concept describing the specific range of tasks a child can complete only with such guided support. (b) Name the specific teaching technique described, in which support is gradually reduced as competence increases. ✓ Reviewed Paper 2 style Easy 2 marks No calculator + 16 Marking analysis: A learner attempts the following task: “According to Vygotsky, a child can solve some problems independently, but can solve a wider range of more advanced problems with the guided support of a more skilled adult or peer, who gradually withdraws support as the child becomes more capable. (a) Name the concept describing the specific range of tasks a child can complete only with such guided support. (b) Name the specific teaching technique described, in which support is gradually reduced as competence increases.” Their response addresses only this point: “Names the zone of proximal development (ZPD).” Evaluate the response against the complete 2-mark task. Identify what earns credit and state every additional requirement needed for full marks. ✓ Reviewed Marking analysis Easy 2 marks No calculator + 17 According to Erikson's stage theory, adolescence involves a central psychosocial crisis of 'identity versus role confusion', in which a teenager must explore different possible identities (beliefs, values, goals) in order to develop a stable, coherent sense of self. (a) State what Erikson proposed happens if this crisis is not successfully resolved during adolescence. (b) Suggest one real-world activity typical of adolescence that reflects this identity exploration process. ✓ Reviewed Paper 2 style Easy 3 marks No calculator + 18 Marking analysis: A learner attempts the following task: “According to Erikson's stage theory, adolescence involves a central psychosocial crisis of 'identity versus role confusion', in which a teenager must explore different possible identities (beliefs, values, goals) in order to develop a stable, coherent sense of self. (a) State what Erikson proposed happens if this crisis is not successfully resolved during adolescence. (b) Suggest one real-world activity typical of adolescence that reflects this identity exploration process.” Their response addresses only this point: “States that Erikson proposed unsuccessful resolution leads to role confusion: an unclear, unstable sense of identity that can persist into adulthood and disrupt later life choices and relationships.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks. ✓ Reviewed Marking analysis Easy 3 marks No calculator + 19 Marcia extended Erikson's theory by proposing four identity statuses based on two dimensions: whether a person has actively explored identity options, and whether they have made a firm commitment. A teenager who has never seriously questioned the career path their parents chose for them, and has firmly committed to it without exploring alternatives, would be classified in which identity status? (a) Identify this specific identity status. (b) Identify the identity status that would instead describe a young adult who has explored several career options and has now made a confident, settled commitment to one. ✓ Reviewed Paper 2 style Easy 2 marks No calculator + 20 Marking analysis: A learner attempts the following task: “Marcia extended Erikson's theory by proposing four identity statuses based on two dimensions: whether a person has actively explored identity options, and whether they have made a firm commitment. A teenager who has never seriously questioned the career path their parents chose for them, and has firmly committed to it without exploring alternatives, would be classified in which identity status? (a) Identify this specific identity status. (b) Identify the identity status that would instead describe a young adult who has explored several career options and has now made a confident, settled commitment to one.” Their response addresses only this point: “Identifies identity foreclosure (commitment without exploration).” Evaluate the response against the complete 2-mark task. Identify what earns credit and state every additional requirement needed for full marks. ✓ Reviewed Marking analysis Easy 2 marks No calculator + 21 In Kohlberg's classic moral dilemma, a man named Heinz must decide whether to steal an unaffordable, overpriced drug to save his dying wife's life. One respondent answers that Heinz should not steal the drug because he could be caught and sent to jail. A different respondent answers that Heinz should steal the drug because preserving human life is a universal ethical principle that outweighs the law against theft in this case. (a) Identify the level of moral reasoning shown by the first respondent. (b) Identify the level of moral reasoning shown by the second respondent. ✓ Reviewed Paper 2 style Easy 2 marks No calculator + 22 Marking analysis: A learner attempts the following task: “In Kohlberg's classic moral dilemma, a man named Heinz must decide whether to steal an unaffordable, overpriced drug to save his dying wife's life. One respondent answers that Heinz should not steal the drug because he could be caught and sent to jail. A different respondent answers that Heinz should steal the drug because preserving human life is a universal ethical principle that outweighs the law against theft in this case. (a) Identify the level of moral reasoning shown by the first respondent. (b) Identify the level of moral reasoning shown by the second respondent.” Their response addresses only this point: “Identifies preconventional reasoning for the first respondent, who focuses on avoiding personal punishment.” Evaluate the response against the complete 2-mark task. Identify what earns credit and state every additional requirement needed for full marks. ✓ Reviewed Marking analysis Easy 2 marks No calculator + 23 Research on children who experience chronic early adversity, such as ongoing neglect or severe family instability, often finds long-term dysregulation of the body's cortisol-based stress response system. (a) Explain how repeated activation of the stress response during early childhood could plausibly lead to this kind of lasting biological change. (b) Suggest one reason this finding matters for designing early childhood intervention or support programmes. ✓ Reviewed Paper 2 style Easy 3 marks No calculator + 24 Marking analysis: A learner attempts the following task: “Research on children who experience chronic early adversity, such as ongoing neglect or severe family instability, often finds long-term dysregulation of the body's cortisol-based stress response system. (a) Explain how repeated activation of the stress response during early childhood could plausibly lead to this kind of lasting biological change. (b) Suggest one reason this finding matters for designing early childhood intervention or support programmes.” Their response addresses only this point: “Explains that repeatedly activating the HPA axis/stress response during a sensitive period of brain development can alter how that system calibrates itself, leading to either an overactive or blunted stress response that persists well beyond the original adverse experiences.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks. ✓ Reviewed Marking analysis Easy 3 marks No calculator + 25 During childhood, parents are typically the dominant influence on a child's beliefs and behaviour, whereas during adolescence, peers often become an increasingly powerful influence, sometimes rivalling or exceeding parental influence on certain decisions. (a) Suggest one psychological reason peer influence increases specifically during adolescence. (b) Suggest one type of decision where peer influence would be expected to be especially strong during adolescence. ✓ Reviewed Paper 2 style Easy 2 marks No calculator + 26 Marking analysis: A learner attempts the following task: “During childhood, parents are typically the dominant influence on a child's beliefs and behaviour, whereas during adolescence, peers often become an increasingly powerful influence, sometimes rivalling or exceeding parental influence on certain decisions. (a) Suggest one psychological reason peer influence increases specifically during adolescence. (b) Suggest one type of decision where peer influence would be expected to be especially strong during adolescence.” Their response addresses only this point: “Suggests a valid reason, such as adolescence being the period of identity exploration (per Erikson), during which peer groups become an important source of feedback, belonging, and social comparison as the adolescent starts to separate their identity from their parents'.” Evaluate the response against the complete 2-mark task. Identify what earns credit and state every additional requirement needed for full marks. ✓ Reviewed Marking analysis Easy 2 marks No calculator + 27 A researcher wants to study how memory ability changes across the lifespan. Study A tests one group of 20-year-olds, one group of 50-year-olds, and one group of 80-year-olds all at the same point in time. Study B instead tests the same group of people at ages 20, 50, and 80, following them for 60 years. (a) Identify Study A's research design and Study B's research design. (b) Explain one specific advantage Study B has over Study A for drawing conclusions about genuine age-related change, referring to the concept of a cohort effect. ✓ Reviewed Paper 2 style Medium 4 marks No calculator + 28 Marking analysis: A learner attempts the following task: “A researcher wants to study how memory ability changes across the lifespan. Study A tests one group of 20-year-olds, one group of 50-year-olds, and one group of 80-year-olds all at the same point in time. Study B instead tests the same group of people at ages 20, 50, and 80, following them for 60 years. (a) Identify Study A's research design and Study B's research design. (b) Explain one specific advantage Study B has over Study A for drawing conclusions about genuine age-related change, referring to the concept of a cohort effect.” Their response addresses only this point: “Identifies Study A as a cross-sectional design.” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks. ✓ Reviewed Marking analysis Medium 4 marks No calculator + 29 Researchers debate whether early development involves a strict 'critical period', after which a particular development (such as attachment or first-language acquisition) becomes essentially impossible, or a more flexible 'sensitive period', during which development is simply easier and more likely to occur optimally, but can still happen, with more difficulty, later on. (a) Distinguish between these two concepts. (b) Suggest one type of evidence that would support the 'sensitive period' view over the strict 'critical period' view. ✓ Reviewed Paper 2 style Easy 3 marks No calculator + 30 Marking analysis: A learner attempts the following task: “Researchers debate whether early development involves a strict 'critical period', after which a particular development (such as attachment or first-language acquisition) becomes essentially impossible, or a more flexible 'sensitive period', during which development is simply easier and more likely to occur optimally, but can still happen, with more difficulty, later on. (a) Distinguish between these two concepts. (b) Suggest one type of evidence that would support the 'sensitive period' view over the strict 'critical period' view.” Their response addresses only this point: “States that a critical period implies development is only possible within a fixed window, and becomes permanently impossible once that window closes.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks. ✓ Reviewed Marking analysis Easy 3 marks No calculator + Self-assessed 0 / 0
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