Pearson Edexcel · GCSE · Psychology
Course version: 1PS0 · Version from Sept 2017
Understand the effects of learning on development using Daniel…
Full specification wording
Development: 1.1.4 Understand the effects of learning on development using Daniel Willingham’s learning theory, including strengths and weaknesses of the theory: a. factual knowledge precedes skill b. the importance of practice and effort c. strategies to support cognitive development d. strategies to support physical development e. strategies to support social development
Daniel Willingham’s theory argues that factual knowledge must precede skill development; students need background knowledge to think critically.
Checked against the Pearson Edexcel 1PS0 specification (opens in a new tab) on .
- Point 4 of 4
- 4 key terms
Study notes
From the checked teaching notes for this specification point.
The idea
Daniel Willingham’s theory argues that factual knowledge must precede skill development; students need background knowledge to think critically. He emphasises practice and effort to make skills automatic, freeing up working memory. To support cognitive development, teachers should use structured tasks. For physical development, practice of motor skills builds muscle memory. For social development, Willingham suggests encouraging self-regulation and demonstrating appropriate behaviours. Strengths include its strong basis in scientific research and practical classroom strategies. Weaknesses include the potential neglect of individual differences and the fact that his ideas may not easily apply to subjects requiring less factual recall.
What earns the marks
- Explaining that factual knowledge is essential before students can develop problem-solving skills.
- Describing how practice and effort lead to automaticity, which reduces the cognitive load on working memory.
- Identifying a strategy for physical development, such as repetitive practice of motor movements to build muscle memory.
- Evaluating the theory by noting a strength, such as its foundation in cognitive neuroscience, or a weakness, like its limited application to creative subjects.
Common mistakes and how to put them right
Thinking that skills can be taught independently of facts.
Put it right: State that Willingham argues factual knowledge must come first.
Confusing cognitive, physical and social development strategies.
Put it right: Clearly categorise strategies, such as linking self-regulation specifically to social development.
Assuming practice is only for physical skills.
Put it right: Explain that practice is also crucial for cognitive skills to achieve automaticity.
Exam tips
- Memorise one specific strategy for each of the three areas of development to use in applied questions.
- Link the concept of automaticity to working memory when explaining why practice and effort are important.
- Use the term 'factual knowledge' explicitly rather than just 'information' to align with Willingham's specific terminology.
Try the lesson
The start of the Development: 1.1.4 Understand the effects of learning on development using Daniel Willingham’s learning theory, including strengths and weaknesses of the theory: a. factual knowledge precedes skill b. the importance of practice and effort c. strategies to support cognitive development d. strategies to support physical development e. strategies to support social development lesson, made from checked teaching notes for this specification point.
Have a go first
According to Daniel Willingham's learning theory, what must a student acquire before they can successfully develop problem-solving skills?
Listen
Daniel Willingham’s theory argues that factual knowledge must precede skill development; students need background knowledge to think critically. He emphasises practice and effort to make skills automatic, freeing up working memory. To support cognitive development, teachers should use structured tasks. For physical development, practice of motor skills builds muscle memory. For social development, Willingham suggests encouraging self-regulation and demonstrating appropriate behaviours. Strengths include its strong basis in scientific research and practical classroom strategies. Weaknesses include the potential neglect of individual differences and the fact that his ideas may not easily apply to subjects requiring less factual recall. A strong answer earns marks for these points. Explaining that factual knowledge is essential before students can develop problem-solving skills. Describing how practice and effort lead to automaticity, which reduces the cognitive load on working memory. Identifying a strategy for physical development, such as repetitive practice of motor movements to build muscle memory. Evaluating the theory by noting a strength, such as its foundation in cognitive neuroscience, or a weakness, like its limited application to creative subjects. A common slip: Thinking that skills can be taught independently of facts. Instead, state that Willingham argues factual knowledge must come first. Exam tip: Memorise one specific strategy for each of the three areas of development to use in applied questions.
Key words
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Factual knowledge
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Practice and effort
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Automaticity
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Muscle memory
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See every definition
- Factual knowledge
- Knowledge that must come before skill, as Willingham argues that students need background knowledge to think critically.
- Practice and effort
- Emphasised by Willingham as necessary to make skills automatic, freeing up working memory.
- Automaticity
- The result of practice and effort, which reduces the cognitive load on working memory.
- Muscle memory
- Built through repetitive practice of motor movements, as a strategy to support physical development.
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