Discuss one or more research methods used to investigate how humans develop as learners.

Refer to the paper 2 assessment criteria when awarding marks. These can be found under the “Your tests” tab > supplemental materials.

Candidates may discuss research methods investigating specific aspects of cognitive/brain development (for example memory, intelligence, language or attention) or discuss research methods investigating cognitive/brain development in general. Both approaches are equally acceptable.

Candidates may address the different research methods and their application - for example, a covert or naturalistic observation - but the focus should be on the nature of the research method and the reason for using it in the investigation of cognitive behaviour.

Relevant research methods could include, but are not limited to:

• interviews (eg, semi-structured)
• naturalistic observations
• correlational studies (eg surveys)
• case study
• experiments (laboratory, field or natural)

Learning refers to changes in response to environmental stimuli. In developmental psychology research of brain development investigates how changes in the brain structure coincide with changes in certain cognitive functions. If they do coincide, we may infer that there is a link between structure and function.

Relevant research studies may include, but are not limited to:

• Waber (2007); Giedd (2004); Chugani et al.’s (2001) correlational studies on the effects of maturation of the nervous system on cognitive development
  •Cowell et al. (2006); Corky’s (1997) correlational studies on brain damage and memory deficits
  •Deary et al. (2006); Bouchard et al.’s (1990) correlational studies on genetic inheritance in intelligence
  •Wolf et al.’s (2001) experimental study on cortisol and memory deficits in the elderly.

A critical discussion may include, but is not limited to:

• why the method(s) was/were selected and the appropriateness of the method(s)including strengths and weaknesses of the method(s)
• possible theoretical assumptions and/or biases in relation to the chosen method
• the issues of validity and reliability
• the generalizability of findings
• the use of alternative/additional methods (triangulation)
• ethical considerations.

For questions that ask for discussion of one or more research methods, marks awarded for criterion B should refer to definitions of terms and concepts relevant for research methodology. Overall, this includes some knowledge of the specific topic (how humans develop as learners) and general knowledge and understanding related to research methods and ethics (for example definitions of relevant terms in research methodology or ethics in research).

Marks awarded for criterion C assess the quality of the description of a study/studies and assess how well the student linked aspects of the study to the question. 

Question 6 was popular, but not always answered well. Some candidates used research studies to illustrate methods and to discuss those methods in developmental psychology. Others simply discussed one or more theories (such as Piaget or Vygotsky) or related research studies and did not address the question of the methods used in research very well.