Key Concepts in Development

    OCR
    GCSE

    Analyse the progression of human psychological development from pre-natal neural formation through to adolescent cognitive restructuring. This study area demands a critical evaluation of the interplay between biological maturation (Nature) and environmental stimulation (Nurture). Candidates must assess Jean Piaget’s invariant stage theory against modern critiques and alternative theories of learning (Dweck, Willingham). Mastery requires understanding the mechanisms of schematic development, the impact of mindset on educational attainment, and the physiological changes in the brain structure, specifically the cerebellum and cortex.

    5
    Objectives
    4
    Exam Tips
    4
    Pitfalls
    3
    Key Terms
    4
    Mark Points

    Learning Objectives

    What you need to know and understand

    • Piaget's four stages: Sensorimotor (0-2), Pre-operational (2-7), Concrete operational (7-11), Formal operational (11+).
    • The function of the Cerebellum (motor skills/balance) and Medulla (unconscious autonomic functions).
    • Dweck's distinction: Fixed Mindset (ability is innate) vs. Growth Mindset (ability can change with effort).
    • Willingham's theory: Knowledge precedes skill; rejection of learning styles; importance of practice.
    • Key Study: McGarrigle and Donaldson (1974) 'Naughty Teddy' study challenging conservation findings.

    Example Examiner Feedback

    Real feedback patterns examiners use when marking

    • "You defined the concept correctly, but failed to apply it to the specific character in the scenario."
    • "Your evaluation relies on generic statements; cite specific counter-evidence like McGarrigle and Donaldson."
    • "Distinguish clearly between 'assimilation' (adding to schema) and 'accommodation' (changing schema)."
    • "When discussing Willingham, focus on the implications for teaching strategies, not just the theory itself."

    Marking Points

    Key points examiners look for in your answers

    • Award marks for precise definition of Piagetian concepts: assimilation, accommodation, and conservation.
    • Credit application of Dweck’s fixed vs. growth mindset to specific educational scenarios provided in the stem.
    • Evaluation must cite specific evidence (e.g., McGarrigle and Donaldson’s 'Naughty Teddy') to challenge Piaget's validity.
    • Differentiation between forebrain, midbrain, and hindbrain functions must be anatomically accurate and linked to development.

    Examiner Tips

    Expert advice for maximising your marks

    • 💡For 13-mark questions, structure responses with distinct paragraphs: Theory (AO1) followed immediately by Critique (AO3).
    • 💡When applying Willingham, explicitly link 'praise for effort' to motivation rather than general intelligence.
    • 💡Memorize the specific age ranges for Piaget’s stages, but treat them as approximate indicators in application questions.
    • 💡Use the 'Naughty Teddy' study specifically to evaluate the validity of Piaget's conservation tasks.

    Common Mistakes

    Pitfalls to avoid in your exam answers

    • Confusing the pre-operational stage features (egocentrism) with concrete operational skills (conservation).
    • Stating Willingham supports learning styles, rather than his specific rejection of them in favor of meaning-based learning.
    • Failing to contextualize the response to the scenario (e.g., referring to 'the student' instead of the named character).
    • Describing the 'Naughty Teddy' study without explicitly explaining how it reduces demand characteristics.

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    Key Terminology

    Essential terms to know

    Likely Command Words

    How questions on this topic are typically asked

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