Dear Misty They can use the learning objectives as part of the question. This was always the intention. The guide to be released will make this clearer in November/early December.
P1C Change: Critical PeriodsHello John, this question is quite specific. I thought it would be framed more like "Discuss change with regard to brain development", using the area of study rather than the learning objectives to formulate the content + context + concept. Please...
P1C Change: Critical PeriodsThank you John!! For all your help and quick replies to all our queries. I cannot imagine doing the new syllabus without your guidance.
MeasurementDear Priya I wouldn't say that the designs are highly relevant. That would be more relevant to causality and the ability (or not) to control for participant variability. When I read your description, I think of the following: How is attention...
MeasurementHi John, I gave my students a stimulus material for P2 Section B. The study described an experiment to study the effect of mindfulness on students attention. The students were randomly assigned to 3 groups: 1. Mindfulness group (guided...
MeasurementThank you for this. We have an official 'test week' in December & I had already planned to do paper 1a&b combined with paper 2b so good to hear we're maybe at the right level of development...
P1C Change: Critical PeriodsDear Joanna, Both studies are prospective longitudinal observational studies.
Gottman (1999)Dear Jon Exactly, it is more about the concept and theories. So, rather than evaluating studies (which is what students are asked to do on Paper 2, section B), students are asked to critically discuss a concept and theory. Of course,...
P1C Change: Critical PeriodsDear John, Can students refer to both studies as observations (the research method)? Kind regards, Joanna
Gottman (1999)
Misty
Noted, thank you!
P1C Change: Critical Periods