Li - contemporary

Question 1

The aim of Li was?

Answer 1

To see the effects of high and low quality care on children’s cognitve abilities

Question 2

What was the sample of Li?

Answer 2

1364 families from USA

Question 3

At one month old the children were assessed on things like ethnicity, birth order, maternal age, parental education etc- why?

Answer 3

To account for those as extraneous/confounding variables

Question 4

What was the observation conducted in Li?

Answer 4

O.R.C.E 44mins given in both infant and preschool ages

Question 5

On the observation scores above what were deemed as ‘high quality’ (and below as ‘low quality’)

Answer 5

3

Question 6

What traits did they look for to label something as ‘high quality’

Answer 6

Sensitivity to needs, cognitive stimulation and fostering exploration

Question 7

When was the end of the infant period?

Answer 7

24m

Question 8

What tests were conducted during the infant period?

Answer 8

Bayley mental development index

Question 9

When was the end of the pre-school phase?

Answer 9

54m

Question 10

What tests were conducted during the infant period?

Answer 10

Woodcock & Johnson cognitive achievement battery and Preschool Language scale

Question 11

What result was found about high quality infant care?

Answer 11

Those in high quality infant care had improved cognitive scores

Question 12

What was found about preschool?

Answer 12

High-quality preschool causes improvement in cognitive and language, reading, and maths results.

Question 13

What was found about the children who went from high quality care in infancy to low quality care in pre-school

Answer 13

They lost out on the cognitive advantages they had (compared to the low-low kids) other than in memory

Question 14

Where did Li get her data from?

Answer 14

The NICHD

Question 15

A strength and a weakness of Li’s sample is?

Answer 15

Relatively large (so more generalisable) but ethnocentric (so less generalisable)

Question 16

What is a strength for the reliablity of Li?

Answer 16

The various measures like ORCE, Bayley Developmental index etc were standardised making the study more reliable

Question 17

This study has triangulation and so is more valid because?

Answer 17

There were various measures like Bayley Development index and Woodcock Johnson to compare the results against each other

Question 18

Why did they look at things like birth order and maternal age at 1 month?

Answer 18

By looking for the confoudning variables like birth order they can be ruled out as a factor making this studies results about the impact of daycare

Question 19

What is an issue with li using Secondary data?

Answer 19

The data wasn’t gathered by her so she cannot be fully sure it was gathered correctly and it might not have been fully operationalised in the best way for this study

Question 20

Is Li high in ecological validity?

Answer 20

Yes- they are children in their normal daycare setting, so the results about the impact should apply to real life

Question 21

Why would this study have low validity?

Answer 21

There will be lots of Extraneous Variables over the years of daycare which impact on the children’s development which cannot be accounted for

Question 22

Why is Li reductionist?

Answer 22

It used 3.0 as a cutoff for high quality rather than anything more nuanced and only looked at cognitive development

Question 23

This study mainly collects quantiative data, why is this good?

Answer 23

It allows for comparison of the effects of daycare which can be statistically analysed to see if it significant and it’s more objective