Question 33 – Cognition and development - Questions

Section B: Cognition and Development

Two educational researchers are recording observations of children participating in an outdoor 'forest school' program.

Mr. Thorne writes: "In the shelter-building zone, children worked entirely on their own. They were left to manipulate the logs and branches, discovering through active trial and error how to balance them to prevent collapse. The focus was entirely on their individual hands-on interaction with the physical materials to figure out what worked."
Ms. Al-Jamil writes: "In the knot-tying workshop, children worked in pairs where a more experienced peer helped a novice. An instructor also guided them, initially showing them the steps and offering verbal cues. As the learner became more competent, the instructor withdrew their support, allowing the child to complete the knot on their own."

Cognition and development Questions

Practise AQA A Level Psychology Cognition and development with exam-style questions for A Level Psychology. 100 questions covering Piaget's theory of cognitive development, Vygotsky's theory of cognitive development, Baillargeon's early infant abilities, and Development of social cognition, matched to the AQA A Level Psychology (7182) specification and written in Paper 1, Paper 2 and Paper 3 style. Every question includes a full worked solution and mark scheme, so you can see where marks are awarded rather than just whether you got the answer right.

Section B: Cognition and Development

Two educational researchers are recording observations of children participating in an outdoor 'forest school' program.

Mr. Thorne writes: "In the shelter-building zone, children worked entirely on their own. They were left to manipulate the logs and branches, discovering through active trial and error how to balance them to prevent collapse. The focus was entirely on their individual hands-on interaction with the physical materials to figure out what worked."
Ms. Al-Jamil writes: "In the knot-tying workshop, children worked in pairs where a more experienced peer helped a novice. An instructor also guided them, initially showing them the steps and offering verbal cues. As the learner became more competent, the instructor withdrew their support, allowing the child to complete the knot on their own."