Essay Flashcards
Duncan and Magnuson (2012)
SES refers to one’s access to economic and social resources, and the social positioning, prestige and privileges that derive from these resources
Jordan et al (1994)
Children from low-SES families begin school with less maths knowledge than higher-SES children
Duncan et al (2007)
Low-SES children have less number exposure early in life
Explains Jordan et al (1994) as maths is incremental
Starkey and Klein (2008)
At age 3, children in US, China and Japan had SES-related gap in maths knowledge
Rathbum and West (2004)
Over the first 4 years of primary school this gap widens
Earls (1980)
At 3 years old, behavioural problems were not related to SES
Swartz and Williamson (2017)
Low-SES in adolescence was related to biological mechanisms which moderate the association between family history of depression and later manifestation of depressive symptoms
McLoyd (1997)
Low-SES has been found to be associated with delinquent behaviour, depression and poor adaptive functioning
Twenge and Nolen-Hoeksema (2002)
Meta-analysis found that there were no socioeconomic differences in depression scores in males and females
Willingham (2012)
Stress model states that long-term stress can have negative biological consequences for the child and make parenting less effective
Stark et al (2006)
Cortisol has been shown to affect brain areas such as the prefrontal cortex
Evans (2015)
Prefrontal cortex underpins executive function and has been shown to be the most important area in the acquisition of maths skills
Evans and Kim (2010)
Longer exposure to stressful conditions, the more their stress systems were affected, specifically a higher basal cortisol level and therefore muted responses to normal stressors
Blair et al (2011)
Positive parenting was reduced in low-SES households, inversely related to cortisol levels
Fisher et al (2006)
Sensitive responses to distress caused HPA activity to reduce (reducing cortisol levels) over 9 months
Evans (2004)
Lower SES children are read to less often, watch more TV and attend lower quality day care
Crosnoe et al (2010)
Higher SES parents were more likely to buy materials for their children that target academic skills, and the prevalence of these predicted early maths scores
Starkey et al (1999)
Mid-SES parents have a wider range of maths related activities for their 4-year olds to play with, and these were more frequently played with than in low-SES households
Blevins-Knabe & Musun-Miller (1996)
Frequency of maths related engagement at home in last week correlated with maths skills
SES refers to one’s access to economic and social resources, and the social positioning, prestige and privileges that derive from these resources
Duncan and Magnuson (2012)
Children from low-SES families begin school with less maths knowledge than higher-SES children
Jordan et al (1994)
Low-SES children have less number exposure early in life
Explains Jordan et al (1994) as maths is incremental
Duncan et al (2007)
At age 3, children in US, China and Japan had SES-related gap in maths knowledge
Starkey and Klein (2008)
Over the first 4 years of primary school this gap widens
Rathbum and West (2004)
At 3 years old, behavioural problems were not related to SES
Earls (1980)
Low-SES in adolescence was related to biological mechanisms which moderate the association between family history of depression and later manifestation of depressive symptoms
Swartz and Williamson (2017)
Low-SES has been found to be associated with delinquent behaviour, depression and poor adaptive functioning
McLoyd (1997)
Meta-analysis found that there were no socioeconomic differences in depression scores in males and females
Twenge and Nolen-Hoeksema (2002)
Stress model states that long-term stress can have negative biological consequences for the child and make parenting less effective
Willingham (2012)
Cortisol has been shown to affect brain areas such as the prefrontal cortex
Stark et al (2006)
Prefrontal cortex underpins executive function and has been shown to be the most important area in the acquisition of maths skills
Evans (2015)
Longer exposure to stressful conditions, the more their stress systems were affected, specifically a higher basal cortisol level and therefore muted responses to normal stressors
Evans and Kim (2010)
Positive parenting was reduced in low-SES households, inversely related to cortisol levels
Blair et al (2011)
Sensitive responses to distress caused HPA activity to reduce (reducing cortisol levels) over 9 months
Fisher et al (2006)
Lower SES children are read to less often, watch more TV and attend lower quality day care
Evans (2004)
Higher SES parents were more likely to buy materials for their children that target academic skills, and the prevalence of these predicted early maths scores
Crosnoe et al (2010)
Mid-SES parents have a wider range of maths related activities for their 4-year olds to play with, and these were more frequently played with than in low-SES households
Starkey et al (1999)
Frequency of maths related engagement at home in last week correlated with maths skills
Blevins-Knabe & Musun-Miller (1996)
