| Date | May 2018 | Marks available | 22 | Reference code | 18M.Paper 2.BP.TZ0.6 |
| Level | SL and HL | Paper | Paper 2 | Time zone | TZ0 |
| Command term | To what extent | Question number | 6 | Adapted from | N/A |
Question
Developmental psychology
To what extent does attachment in childhood play a role in the formation of relationships later in life?
Markscheme
Refer to the paper 2 assessment criteria when awarding marks.
The command term “to what extent” requires candidates to consider the influence that attachment in childhood has on relationships later in life.
It is appropriate and useful for candidates to address the fact that there is no clear evidence of direct causality between attachment in childhood and formation of relationships later in life in order to respond to the command term “to what extent”.
Relevant research may include, but is not limited to:
• Pratt and Norris (1994) – positive correlation between early attachment relationships and reports of current social relationships
• Hazan and Shaver (1987) – similarities between romantic love as experienced by adults and the characteristics of attachment
• Rossi and Rossi (1990) – people who grew up in cohesive families tended to establish positive relationships with their own partners
• Sternberg and Beall (1991) – many adults find that their relationships vary: with one partner, they experience an insecure bond, but with the next a secure one
• Bowlby’s research on how maternal deprivation can affect an individual later in life.
Responses referring to research with animals, such as Harlow’s studies with rhesus monkeys, are relevant but must be linked to attachment in humans. Responses that do not explicitly make any link to human behaviour 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.
Responses that focus only on descriptions of research on attachment in childhood (such as Ainsworth) with no link to the formation of relationships later in life should be awarded up to a maximum of [4] 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.
