Development Exam Qs

Q1.
Read the item and then answer the questions that follow.
 
Nadine is talking about her son, Mikey.

‘Mikey can’t understand that there is the same amount of orange juice in
his short beaker as in his sister’s tall cup. He gets very cross, saying that
she has more juice than him. This happens even if I open two identical
cartons in front of him and pour one into his beaker and the other into his
sister’s cup.’

(a)  What is Mikey’s likely age?

___________________________________________________________________

___________________________________________________________________
(1)

(b)  How can Piaget’s theory of cognitive development be used to explain Mikey’s

behaviour?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)
(Total 7 marks)

Q2.

Page 1 of 10
 Look at the following table which identifies and describes the characteristics of Piaget’s
four stages of cognitive development.
 
Stage Characteristic Description

Not understanding that

something still exists even
   
when you can no longer
see it

Not being able to see

  Ego-centrism things from another
person’s point of view

Understanding that
Concrete quantities stay the same
 
operational even if they change in
appearance

Being able to draw

Formal operational   conclusions about things
you have not experienced

Complete the table using the letters given below. Choose the letter that matches each
missing stage or characteristic and write it in the correct box.

Stages

A Pre-operational
B Assimilation
C Sensori-motor

Characteristics

D Accommodation
E Conservation
F Lack of object permanence
G Inferential reasoning
(Total 5 marks)

Q3.
Read the item and then answer the question that follow.
 
Two students were discussing their progress in GCSE Maths.

Lizzie ‘It’s fine for you. You were born good at Maths. I wasn’t and I will
never be able to do it. There’s no point trying.’

Ben  ‘You’re so wrong. I wasn’t any good at first, but I’ve worked and
worked in Maths. That’s why I can cope now. It’s been years of
hard work!’

Outline and evaluate Dweck’s Mindset theory of learning. Refer to the conversation

Page 2 of 10
 between Lizzie and Ben in your answer.
(Total 9 marks)

Q4.
Look at the table below which lists Piaget’s stages of cognitive development and the
characteristics associated with each stage. Unfortunately, some information is missing.
Write the correct terms to complete the table.
 
Name of stage Characteristic

Sensori-Motor Object permanence

  Egocentrism

Concrete Operational  

  Inferential reasoning
(Total 3 marks)

Q5.
Using an example, outline what is meant by the term accommodation.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 3 marks)

Q6.
Explain how Piagetian theory has been criticised by other psychologists, such as Hughes
or McGarrigle. Use research evidence in your answer.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Page 3 of 10
_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 6 marks)

Page 4 of 10
Mark schemes

Q1.
(a)  [AO2 = 1]

1 mark for an answer between 2 and 7 years.

1

(b)  [AO1 = 2 AO2 = 2 AO3 = 2]

 
Level Marks Description

AO1: Relevant knowledge and understanding of

Piaget’s theory of cognitive development is
accurate with detail.
AO2: Application of knowledge and
understanding of Piaget’s theory to Mikey’s
2 behaviour shown in the conversation is
4–6 appropriate.
Good
AO3: Analysis of Piaget’s theory of cognitive
development is effective.
Relevant terminology is used consistently
throughout. The answer demonstrates a high
level of substantiated reasoning is clear,
coherent and focused.
AO1: Knowledge and understanding of Piaget’s
theory of cognitive development is present but
may be limited. Focus may be on description or
there may be inaccuracies/omissions.
OR
There may only be knowledge of Piaget’s theory
for up to 2 marks max.
AO2: Application of knowledge and
understanding of Piaget’s theory to Mikey’s
1
behaviour shown in the conversation may be
1–3
Basic attempted.
OR
There may only be application of knowledge and
understanding of Piaget’s theory to Mikey’s
behaviour as shown in the conversation for up to
2 marks max.
Relevant terminology is occasionally used. The
answer occasionally demonstrates substantiated
reasoning, but may lack clarity, coherence, focus
and logical structure.
  0 No relevant content

Examiners are reminded that AO1, AO2 and AO3 are regarded as interdependent.
When deciding on a mark in instances where there is an attempt at more than one
 assessment objective all attempts should be considered together using the best fit
approach. In doing so, examiners should bear in mind the relative weightings of the
assessment objectives.

When an answer only contains content related to one of the skills (AO1/AO2/AO3),
then the levels descriptors for the award of marks for the skill attempted should be
applied to the answer, up to the maximum mark available.

Indicative content:

AO1

•   Piaget suggested children develop their intellect/understanding of their world

in stages.
•   In the preoperational stage a child cannot conserve/ does not understand that
things are the same even if they look different.
•   A child can conserve when they understand that different shaped glasses can
still contain the same amount of liquid as each other even if one glass is filled
higher than the other.

AO2

•   Mikey has seen the same amount of orange juice being poured into each
container but
•   He believes that these containers now have different amounts of liquid in them
•   Mikey is confused by the different shapes of the containers/he thinks ‘higher’
equals ‘more’ or vice versa

AO3

•   Piaget would argue that behaviour like that of Mikey indicates a child has not
developed conservation of volume – does not understand that amounts of
liquid and be distorted by the shapes of containers
•   This is behaviour typical of a child in the preoperational stage of development
•   This means such children have not reached the correct maturation for that
knowledge.

Credit use of relevant research.

6
[7]

Q2.
This mark scheme is from a question paper that assessed a previous specification and
has not been edited. Click [here] to access a document explaining the differences that
might apply to it.

[AO1 = 5]
 
Stage Characteristic Description

Not understanding that

something still exists even
C F
when you can no longer
see it
 Not being able to see
A Ego-centrism things from another
person’s point of view

Understanding that
Concrete quantities stay the same
E
operational even if they change in
appearance

Being able to draw

Formal operational G conclusions about things
you have not experienced
[5]

Q3.
[AO1 = 3 AO2 = 3 AO3 = 3]
 
Level Marks Description

AO1: Relevant knowledge and understanding of

Dweck’s Mindset theory of learning is accurate with
detail.
AO2: Clear application of knowledge and
understanding of Dweck’s Mindset theory of learning to
3 the conversation.
7–9
Detailed AO3: Analysis and evaluation of Dweck’s Mindset
theory of learning is effective. Conclusions drawn are
sound and fully expressed.
Relevant terminology is used consistently throughout.
The answer demonstrates a high level of substantiated
reasoning, is clear, coherent and focused.
AO1: Relevant knowledge and understanding of
Dweck’s Mindset theory of learning is present but there
are occasional inaccuracies/omissions.
AO2: There is reasonable application of knowledge
and understanding of Dweck’s Mindset theory of
learning to the conversation.
2 AO3: There may be some effective analysis and
4–6 evaluation of Dweck’s Mindset theory of learning.
Clear There may be an attempt to draw conclusions.
Up to 6 marks may be awarded if the answer only
focuses on any two of AO1/AO2/AO3 skills.
Relevant terminology is usually used. The answer
frequently demonstrates substantiated reasoning, and
is clear, generally coherent and focused although
structure may lack some logic.
1 1–3 AO1: Knowledge and understanding of Dweck’s
Mindset theory of learning is present but limited.
Basic
AO2: Application of knowledge and understanding of
Dweck’s Mindset theory of learning to the conversation
 is limited.
AO3: Analysis and evaluation of Dweck’s Mindset
theory of learning is of limited effectiveness or may be
absent. Any attempts to draw conclusions are not
always successful or present.
Relevant terminology is occasionally used. The answer
occasionally demonstrates substantiated reasoning,
but may lack clarity, coherence, focus and logical
structure.
OR
AO1: Award up to 3 marks for an answer that only
describes Dweck’s Mindset theory of learning.
AO2: Award up to 3 marks for an answer that focuses
only on application skills.
AO3: Award up to 3 marks for an answer that only
attempts to analyse and evaluate Dweck’s Mindset
theory of learning.
  0 No relevant content

Examiners are reminded that AO1, AO2 and AO3 are regarded as interdependent. When
deciding on a mark in instances where there is an attempt at more than one assessment
objective all attempts should be considered together using the best fit approach. In doing
so, examiners should bear in mind the relative weightings of the assessment objectives.

When an answer only contains content related to one of the skills (AO1/AO2/AO3), then
the levels descriptors for the award of marks for the skill attempted should be applied to
the answer, up to the maximum mark available.

Indicative content:

AO1

•   Mindset theory is a theory of motivation and explains how students can achieve
success in their learning.
•   Students are described as having generally one of two types of mindset.
•   Fixed mindset students believe their ability is fixed, probably at birth, comes from
talent, is genetic. This means that when faced with a challenge or difficulty in their
learning tasks the student with this mindset will give up.
•   Growth mindset students believe ability and success are due to learning and that
learning takes time and effort and sometimes means you need to ask for help and
be prepared to practice. This means that when faced with a challenge or difficulty in
their learning tasks the student with this mindset will keep on trying which increases
the likelihood of success.

AO2

•   Lizzie seems to have a fixed mindset about her ability in maths, stating that she
wasn’t born with maths talent and that is why she cannot do maths.
•   Ben has a growth mindset about his ability recognising that his talent in maths is the
result of all the practice/effort he has put into learning maths.
•   Lizzie seems to have a fixed mindset about her ability in maths whereas Ben’s is not
fixed/has a growth mindset about his ability.
 AO3

•   There is lots of evidence to support Dweck’s theory of mindsets.

•   Dweck has shown how the type of praise given by teachers can affect the mindsets
of students. Person-oriented praise – ‘you are good at this’ leads students to
attribute their success and, more importantly, failure to something beyond their
control.
•   Process-oriented praise – ‘that was a good way to answer that question’ teaches
students to believe their success or failure was due to amount of effort.
•   The theory and its associated research shows how students can change their belief
system and improve academically.

Accept other relevant information.

[9]

Q4.
This mark scheme is from a question paper that assessed a previous specification and
has not been edited. Click [here] to access a document explaining the differences that
might apply to it.

[AO1 = 3 marks]
 
Name of stage Characteristic

Sensori-Motor Object permanence

Pre-operational Egocentrism

Concrete Operational Conservation

Formal Operational Inferential reasoning

[3]

Q5.
This mark scheme is from a question paper that assessed a previous specification and
has not been edited. Click [here] to access a document explaining the differences that
might apply to it.

[AO1 = 2 AO2 = 1]

AO1
Accommodation happens when a schema is modified to take account of new information.
In this way, new schemas are formed or existing ones altered.

AO2
One example of accommodation could be when a baby is given a ball to hold for the first
time. A grasping schema using one hand may not work and the baby may have to
accommodate by developing a new schema involving grasping with both hands.
[3]

Q6.
This mark scheme is from a question paper that assessed a previous specification and
 has not been edited. Click [here] to access a document explaining the differences that
might apply to it.

[AO2 = 6]

Piaget used the ‘three mountains task’ to demonstrate egocentricity in the pre-operational
stage. Some psychologists have suggested that this task was too complex. Swiss
mountain scenes are not part of most children’s experience. Hughes devised a task that
children could relate to much more easily using two intersecting walls, a ‘naughty boy’ doll
and toy policeman. The child was asked to hide the boy from the policeman. To do this the
child had to take account of two different points of view. 90% of preoperational children
gave the correct answers. This shows that children have largely lost their egocentric
thinking by four years of age because they are able to take the view of another. For a
description of Hughes study only, maximum of 4 marks.

To 6 marks as follows:
 
6 – 4 marks Clear explanation of how the work of other(s) could be
used to criticise Piagetian theory reflecting the detail
contained in the mark scheme. Links with Piaget are
explicit at the top end.

3 – 1 marks Answer which is muddled at the bottom end. At the

upper end there is an accurate but brief explanation.
Maximum of 3 marks if no research.
[6]