Evaluate one theory of cognitive development.

Refer to the paper 2 markbands 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 assimilation/accommodation model
• Vygotsky’s contextual approach to cognitive development
• Bruner’s theory
• information-processing approach to cognitive development
• neurobiological explanations.

Evaluation may include, but is not limited to:

• the accuracy and clarity of the concepts
• productivity of the theories in generating psychological research
• methodological, cultural and gender considerations
• contrary findings or explanations
• applications of the theory.

If a candidate addresses only strengths or only limitations, the response should be awarded up to a maximum of [5] for criterion B, critical thinking, and up to a maximum of [2] for criterion C, organization. Up to full marks may be awarded for criterion A, knowledge and comprehension.

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.

Although attachment theory is actually a factor in social rather than cognitive development, a candidate may be able to make a direct link between attachment and cognitive development. When this direct link has been made, the response should be awarded up to a maximum of [3] for criterion A, knowledge and comprehension, up to a maximum of [3] for criterion B, critical thinking, and up to a maximum of [2] for criterion C, organization.