| Date | November 2017 | Marks available | 22 | Reference code | 17N.Paper 2.BP.TZ0.04 |
| Level | SL and HL | Paper | Paper 2 | Time zone | TZ0 |
| Command term | To what extent | Question number | 04 | Adapted from | N/A |
Question
To what extent do social and/or environmental variables affect cognitive development?
Markscheme
The command term “to what extent” requires candidates to consider the contribution of social and/or environmental variables to cognitive development. It may be appropriate and useful for candidates to address the influence of other factors (including biological factors) in order to respond to the command term “to what extent”.
The variables studied do not have to be specifically identified as social or environmental as they are arguably very much related.
Candidates may address social/environmental variables in relation to specific aspects of cognitive development (for example, memory, intelligence or attention) or address cognitive development in general. Both approaches are equally acceptable.
Candidates may present positive influences of social/environmental variables (for example, Head Start programmes or parental training) as well as negative influences (for example, deprivation or trauma) on cognitive development.
Variables may include, but are not limited to:
• interactions with parents, siblings, peers, teachers and other significant figures (for example, Farah et al., 2008; Clark, 1993; Tizard, 1982)
• cultures differ in the kinds of cognitive skills that are valued and consequently encouraged and developed (Vygotsky, 1978; Cole and Scribner, 1974)
• children living in poverty are more likely to suffer from learning disabilities and developmental delays (for example, Rutter’s studies; Krugman, 2008; Schoon et al, 2002)
• malnutrition can influence cognitive development (Bhoomika et al., 2008)
• early nutritional supplements in the form of protein and increased calories can have positive long-term consequences for cognitive development (Pollitt, 1995).
Animal studies may be used to support the answer as long as they are explicitly linked to human cognitive development.
If a candidate addresses how social/environmental factors influence attachment and emotional development 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.
Candidates may address a small number of variables in order to demonstrate depth of knowledge, or may address a larger number of variables in order to demonstrate breadth of knowledge. Both approaches are equally acceptable.
