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SES Flashcards

1
Q

Socioeconomic status

A

Measure of social/economic position in relation to others

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2
Q

The best measures of SES use a composite score

A

Derived from

  1. Parent education
  2. Family income
  3. Parent occupation
  4. Area deprivation
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3
Q

How can we get a comprehensive index of SES in the UK

A

IMD (index of multiple deprivation)

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4
Q

Adler et al., 1999

SES thought to operate at multiple levels

A
  1. Social capital
  2. Human capital
  3. Access to opportunities
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5
Q

Farah et al., 2006

Participants

A

Low SES and mid SES households

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6
Q

Farah et al., 2006

Findings - low SES (3)

A

Poorer on:

  1. Language
  2. Memory
  3. Executive functions
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7
Q

Executive functions are high-level…

A

Cog. skills involved in goal-directed thinking

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8
Q

“High level cognitive skills involved in goal-directed thinking”

A

Executive functions

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9
Q

Executive functions include skills like (2)

A

Working memory

Inhibitory control

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10
Q

Banfield, 1968 (impulse/reward and SES)

Findings

A

Ability to resist impulse + appreciate value of future rewards increases with SES

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11
Q

Banfield 1968

Which social group is more impulsive?

A

Lower SES

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12
Q

Banfield 1968

Lower SES groups

A

Are more impulsive with rewards

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13
Q

How did Farah et al.,s findings conflict Banfield?

A

He found no effect of SES on early reward processing

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14
Q

Farah suggested that the correlation between impulse/SES…

A

Might emerge later in childhood (adaptation to contingencies learnt over time)

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15
Q

Cragg + Gilmore, 2014

Executive functions are

A

Important for early maths

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16
Q

What might be able to account for SES based differences in math skills?

A

Individual diffs. in executive functions

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17
Q

Jordan, Huttenlocher + Levine 1994

Preschool children from lower SES families…

A

Begin school with less math knowledge

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18
Q

Duncan + Brooks-Gunn, 1997

Children from lower SES often arrive

A

To school less prepared to learn, placing them at long-term academic risk

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19
Q

Duncan et al., (2007)

Children from lower SES families often arrive in school less prepared to learn.

Possible reason for this?

A

Less exposure to numbers

Knock on effect on later skills

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20
Q

Starkey + Klein (2008)

Cross-cultural research in…

A

China, Japan + US

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21
Q

Starkey + Klein (2008)

Cross-cultural research

Findings (1)

A
  1. SES-related gap in early maths knowledge at age 3
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22
Q

Starkey + Klein (2008)

Cross-cultural research

The findings suggest that

A

Variables linking SES to math are present early in life

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23
Q

Which researchers found that the SES gap widens with time?

A

Rathbun + West (2004)

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24
Q

Rathbun + West (2004)

The SES gap widened…

A

Over the first 4 years of primary school

25
Q

Rathbun + West (2004)

Findings (2)

A
  1. Math achievement gap at school entry

2. Gap widened over first 4 years of school

26
Q

Rathbun + West (2004)

WHY might the gap widen over time?

A

Early math skills set a foundation for more advanced concepts

27
Q

There appears to be a ________ between SES and math achievement

A

Linear relationship

28
Q

Duncan + Magnuson (2012)

The gap between lowest/highest SES groups are roughly twice as large as bottom and middle. This suggests

A

A fairly linear SES gradient for maths

29
Q

Mediation Model for SES and Math Skills includes (3)

A
  1. SES
  2. Executive functions
  3. Math skills
30
Q

The mediation model

What mediates the relationship between SES and math skills?

A

Executive functions

31
Q

A mediator variable

A

One that EXPLAINs the relationship between IV and DV

32
Q

Two main theoretical accounts of WHY the link between SES and poor achievement

A
  1. Investment model

2. Stress model

33
Q

Lareau (2002)

Identified two parenting styles

A
  1. ‘Concerted cultivation’

2. ‘Natural growth’

34
Q

Lareau (2002)

Natural growth

A

Development naturally unfolds as long as love/support/food etc is there

35
Q

Lareau (2002)

‘Concerted cultivation’

A

Deliberate/sustained effort to stimulate development/cog skills

36
Q

Who found the two parenting styles - natural growth and concerted cultivation?

A

Concerted cultivation

Natural growth

37
Q

Lareau (2002)

Which social group adopted the ‘natural growth’ style of parenting

38
Q

Investment Model - how does it link SES to development

A

Low SES have less capital

Unable to invest as much in children

39
Q

Investment model + stress model

Are they mutually exclusive?

40
Q

The investment and stress model are not ___________

A

Mutually exclusive

41
Q

Investment model

Lower SES families …. (3)

A
  1. Less cognitive stimulation
  2. Less resources (e.g. games targeting academic skills)
  3. Fewer tools for maths thinking
42
Q

Evans, 2004 (cognitive stimulation)

Lower SES children (3)

A

Read less often
Watch more TV
Attend lower qual daycare

43
Q

Crosnoe et al., 2010

Availability of games/materials targeting academic skills in the home….

A

Predicts early math scores

44
Q

Starkey et al., 1999 (investment model)

Method

A

Asked low/mid SES parents about nature/frequency of maths activities provided

45
Q

Starkey et al., 1999 (investment model)

FIndings (mid-SES)

A

More likely to have range of maths activities. Broader/played with more frequently

46
Q

Blevins-Knabe + Musun-Miller (1996)

Found that frequency in which children engaged in number-related activities….

A

Positively correlated with their maths skills

47
Q

Levine et al., (2010)

Parental practices early in development predict math skills…

A

Longitudinally

48
Q

Chronic stress

A

Stress that persists abnormally/lasts for a long time

49
Q

Blevins-Knabe + Musun-Miller (1996)

Investigated the relation between

A

Parent math practices + child’s maths skills

50
Q

Blair et al., (2011)

Stress Model

Stress response systems….

A

Develop in a way that promotes REACTIVE responses rather than REFLECTIVE SELF-REGULATION

51
Q

Blair et al., (2011)

In __________ environments, stress-response systems develop

A

Low-response and unpredictable

52
Q

Blair et al., (2011)

RQ: What are the direct…

A

Effects of stress on cognitive development?

53
Q

Blair et al., (2011)

Effects of chronic stress on development

Findings (1)

A
  1. High salivary cortisol at 7/15/24m predicted lower EF at age 3
54
Q

How can stress affect memories?

A

Formation of new memories from both pre and post traumatic event

55
Q

Sauro, Jorgenson + Pedlow (2003)

If a child is bullied on the way to school,

A

They will remember that clearly

Memories for rest of day less clear

56
Q

Fischer et al., (2006)

Participants

A

Foster children with dysfunctional activity in HPA axis

57
Q

Fischer et al., (2006)

Method

A

Parental intervention

58
Q

Fischer et al., (2006)

What was the parental intervention designed to do

A

Help them identify stress in infants/respond in sensitive way

59
Q

Fischer et al., (2006)

Findings

A

Reduced HPA activity 9 months later due to nurturing parenting

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