PYC4805
EXAM PACK
,PYC4805 Mock Exam Paper - Developmental Psychology Oct Nov 2024
Section A
QUESTION A1
Evaluate the potential threats that occur during a sensitive period in human
development and how these may impact the various competencies of a newborn
and infant.
Sensitive periods refer to specific windows in development during which the brain is
particularly responsive to environmental input. During these periods, appropriate
stimulation is essential for the optimal development of physical, cognitive, emotional and
social competencies. Threats occurring during sensitive periods can therefore have
long-lasting or even irreversible consequences for newborns and infants.
One major threat during sensitive periods is prenatal exposure to harmful
substances, such as alcohol, nicotine and drugs. Research on fetal alcohol spectrum
disorders (FASD) demonstrates that alcohol exposure during critical periods of brain
development can result in permanent cognitive impairments, poor executive functioning
and delayed motor development (Mattson, Crocker & Nguyen, 2011). These
impairments directly affect competencies such as attention, learning and emotional
regulation in infancy and later childhood.
Malnutrition is another significant threat. The first two years of life represent a sensitive
period for brain growth, during which adequate nutrition is crucial. Chronic
undernutrition has been linked to reduced brain volume, delayed motor skills and lower
cognitive functioning (Grantham-McGregor et al., 2007). Infants who experience
malnutrition may struggle with language acquisition, problem-solving and physical
coordination.
Lack of emotional caregiving and stimulation also poses a serious threat. Research
on institutionalised children, such as the Romanian orphan studies, showed that infants
,deprived of consistent, responsive caregiving during early sensitive periods exhibited
severe delays in attachment formation, language development and social competence
(Rutter et al., 2007). These children often displayed difficulties in forming secure
relationships and regulating emotions, even after later adoption.
Chronic stress and trauma during infancy can disrupt sensitive periods for emotional
and neurological development. Prolonged exposure to stress elevates cortisol levels,
which can negatively affect brain areas such as the hippocampus and prefrontal cortex.
This can impair memory, emotional regulation and stress management abilities
(Shonkoff et al., 2012).
In conclusion, threats during sensitive periods—such as substance exposure,
malnutrition, emotional deprivation and chronic stress—can significantly undermine the
development of key competencies in newborns and infants. Research consistently
shows that early interventions are critical, as development outside sensitive periods is
often less efficient and less effective. Protecting infants during these critical windows is
therefore essential for healthy lifelong development.
QUESTION A2
Write an essay about the influences on intelligence in middle childhood, referring
to Sternberg’s successful intelligence theory, the role of the home environment
and the school.
Intelligence in middle childhood is shaped by the dynamic interaction between cognitive
abilities and environmental influences. Sternberg’s theory of successful intelligence
provides a useful framework for understanding how children develop intellectual
competence through analytical, creative and practical abilities, while the home and
school environments play a crucial supporting role.
, According to Sternberg’s successful intelligence theory, intelligence involves the
ability to achieve success in life by effectively balancing analytical, creative and practical
skills (Sternberg, 2019). In middle childhood, analytical intelligence is reflected in
problem-solving, reasoning and academic skills such as reading and mathematics.
Creative intelligence supports flexible thinking and innovation, while practical
intelligence enables children to apply knowledge to real-life situations. Children who are
supported in developing all three components are more likely to demonstrate adaptive
and functional intelligence.
The home environment is a critical influence on intelligence development. Research
shows that cognitively stimulating home environments—characterised by parental
involvement, access to books, language exposure and emotional support—are strongly
associated with higher intellectual performance (Bradley & Corwyn, 2002). Parents who
encourage curiosity, problem-solving and independence foster both analytical and
practical intelligence. Socio-economic status also plays a role, as families with more
resources are often better able to provide enriching learning opportunities.
The school environment further shapes intelligence during middle childhood. Effective
teaching strategies that promote critical thinking, creativity and real-world application
align closely with Sternberg’s model. Schools that rely solely on rote learning may
enhance analytical skills but neglect creative and practical intelligence. Research
indicates that instructional approaches incorporating problem-based learning and
collaborative tasks lead to broader cognitive development (Gardner, 2011).
Teacher expectations and classroom climate also influence intellectual growth.
Supportive teachers who recognise diverse abilities help children develop confidence in
their intellectual skills, which in turn enhances academic motivation and performance.
In conclusion, intelligence in middle childhood is not a fixed trait but a multifaceted
construct shaped by individual abilities and environmental influences. Sternberg’s
theory highlights the importance of nurturing analytical, creative and practical
intelligence, while research confirms that both the home and school environments play
EXAM PACK
,PYC4805 Mock Exam Paper - Developmental Psychology Oct Nov 2024
Section A
QUESTION A1
Evaluate the potential threats that occur during a sensitive period in human
development and how these may impact the various competencies of a newborn
and infant.
Sensitive periods refer to specific windows in development during which the brain is
particularly responsive to environmental input. During these periods, appropriate
stimulation is essential for the optimal development of physical, cognitive, emotional and
social competencies. Threats occurring during sensitive periods can therefore have
long-lasting or even irreversible consequences for newborns and infants.
One major threat during sensitive periods is prenatal exposure to harmful
substances, such as alcohol, nicotine and drugs. Research on fetal alcohol spectrum
disorders (FASD) demonstrates that alcohol exposure during critical periods of brain
development can result in permanent cognitive impairments, poor executive functioning
and delayed motor development (Mattson, Crocker & Nguyen, 2011). These
impairments directly affect competencies such as attention, learning and emotional
regulation in infancy and later childhood.
Malnutrition is another significant threat. The first two years of life represent a sensitive
period for brain growth, during which adequate nutrition is crucial. Chronic
undernutrition has been linked to reduced brain volume, delayed motor skills and lower
cognitive functioning (Grantham-McGregor et al., 2007). Infants who experience
malnutrition may struggle with language acquisition, problem-solving and physical
coordination.
Lack of emotional caregiving and stimulation also poses a serious threat. Research
on institutionalised children, such as the Romanian orphan studies, showed that infants
,deprived of consistent, responsive caregiving during early sensitive periods exhibited
severe delays in attachment formation, language development and social competence
(Rutter et al., 2007). These children often displayed difficulties in forming secure
relationships and regulating emotions, even after later adoption.
Chronic stress and trauma during infancy can disrupt sensitive periods for emotional
and neurological development. Prolonged exposure to stress elevates cortisol levels,
which can negatively affect brain areas such as the hippocampus and prefrontal cortex.
This can impair memory, emotional regulation and stress management abilities
(Shonkoff et al., 2012).
In conclusion, threats during sensitive periods—such as substance exposure,
malnutrition, emotional deprivation and chronic stress—can significantly undermine the
development of key competencies in newborns and infants. Research consistently
shows that early interventions are critical, as development outside sensitive periods is
often less efficient and less effective. Protecting infants during these critical windows is
therefore essential for healthy lifelong development.
QUESTION A2
Write an essay about the influences on intelligence in middle childhood, referring
to Sternberg’s successful intelligence theory, the role of the home environment
and the school.
Intelligence in middle childhood is shaped by the dynamic interaction between cognitive
abilities and environmental influences. Sternberg’s theory of successful intelligence
provides a useful framework for understanding how children develop intellectual
competence through analytical, creative and practical abilities, while the home and
school environments play a crucial supporting role.
, According to Sternberg’s successful intelligence theory, intelligence involves the
ability to achieve success in life by effectively balancing analytical, creative and practical
skills (Sternberg, 2019). In middle childhood, analytical intelligence is reflected in
problem-solving, reasoning and academic skills such as reading and mathematics.
Creative intelligence supports flexible thinking and innovation, while practical
intelligence enables children to apply knowledge to real-life situations. Children who are
supported in developing all three components are more likely to demonstrate adaptive
and functional intelligence.
The home environment is a critical influence on intelligence development. Research
shows that cognitively stimulating home environments—characterised by parental
involvement, access to books, language exposure and emotional support—are strongly
associated with higher intellectual performance (Bradley & Corwyn, 2002). Parents who
encourage curiosity, problem-solving and independence foster both analytical and
practical intelligence. Socio-economic status also plays a role, as families with more
resources are often better able to provide enriching learning opportunities.
The school environment further shapes intelligence during middle childhood. Effective
teaching strategies that promote critical thinking, creativity and real-world application
align closely with Sternberg’s model. Schools that rely solely on rote learning may
enhance analytical skills but neglect creative and practical intelligence. Research
indicates that instructional approaches incorporating problem-based learning and
collaborative tasks lead to broader cognitive development (Gardner, 2011).
Teacher expectations and classroom climate also influence intellectual growth.
Supportive teachers who recognise diverse abilities help children develop confidence in
their intellectual skills, which in turn enhances academic motivation and performance.
In conclusion, intelligence in middle childhood is not a fixed trait but a multifaceted
construct shaped by individual abilities and environmental influences. Sternberg’s
theory highlights the importance of nurturing analytical, creative and practical
intelligence, while research confirms that both the home and school environments play
