To what extent is development as a learner influenced by biological factors?

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

The command term “to what extent” requires candidates to consider the contribution of biological factors on development as a learner.

In order to respond to the command term "to what extent", it is appropriate and useful for candidates to address how cognitive development is the result of complex interactions between biological and sociocultural factors. There appears to be an interaction between biological factors and the experience gained by sociocultural factors, which influences our development.

Candidates may address biological factors in relation to specific aspects of cognitive development (for example memory, intelligence, language or attention) or address biological factors in relation to cognitive development in general. Both approaches are equally acceptable.

Responses may refer to biological factors including but not limited to:

• the effects of maturation of the nervous system on cognitive development (e.g. Waber, 2007; Giedd, 2004; Chugani et al., 2001)
• the biological maturational component of language acquisition (e.g. Newport, 1990; Pinker, 1989; Chomsky, 1981)
• genetic inheritance in intelligence (e.g. Deary et al., 2006; Bouchard et al., 1990)
• brain damage and memory deficits (e.g. Cowell et al., 2006; Corky, 1997)
• cortisol and memory deficits (e.g. Wolf et al., 2001)
• biological basis of attention (e.g. Ray and Sreedaran, 2015).

Candidates may address one or a small number of biological factors in order to demonstrate depth of knowledge or may address a larger number of biological factors in order to demonstrate breadth of knowledge. Both approaches are equally acceptable.

This was also not a popular option. Occasionally examiners reported reading quite inspiring responses indicative of good teaching. Such responses tended to focus on brain growth and cognitive development, with evidence of well selected studies that were focused on the question. However, a rather large number of examiners reported that some responses to this question provided Piaget & Vygotsky essays that made them think that was what candidates had prepared for. Although this question hadn't come up in this session candidates still opted to 'unload' the response anyway. Unfortunately, such responses even tended not to shape the material presented to the biological aspects of Piaget's theory. This suggested poor understanding of the question (and of the biological nature of Piaget's theory).