Learning Strategies in Children from Different Socioeconomic Levels

Bresnahan, Jean L.; Shapiro, Martin

doi:10.1016/s0065-2407(08)60439-5

Cited by 4 publications

(7 citation statements)

References 43 publications

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“…This failure to adapt to the “win-stay, lose-shift” strategy could be the result of overlearning. The number of confirmations after the child has learned the hypothesis makes it more difficult to shift hypothesis after partial reinforcement is introduced (Bresnahan and Shapiro, 1972). Alternatively, the reason because low-SES children tend to preserve their hypothesis may be due to their inconsistent reinforcement histories, and even if low-SES children's hypothesis is not reinforced 100% of the time, it may be reinforced more than what they are used to (Bresnahan and Shapiro, 1972).…”

Section: State Of the Art And Why It Is Time For Epistemological Reflmentioning

confidence: 99%

“…The number of confirmations after the child has learned the hypothesis makes it more difficult to shift hypothesis after partial reinforcement is introduced (Bresnahan and Shapiro, 1972). Alternatively, the reason because low-SES children tend to preserve their hypothesis may be due to their inconsistent reinforcement histories, and even if low-SES children's hypothesis is not reinforced 100% of the time, it may be reinforced more than what they are used to (Bresnahan and Shapiro, 1972). In their pivotal study, Bresnahan and Blum (1971) exposed high- and low-SES children to 0, 6, or 12 random reinforcements prior to the beginning of hypothesis formation.…”

Section: State Of the Art And Why It Is Time For Epistemological Reflmentioning

confidence: 99%

“…They seem to base their responses on the previous reinforcement, rather than attempting to figure out the odds (Silverman and Shapiro, 1970). However, it has been shown that when the more complex shifting reinforcement strategies are rewarded, then all subjects—whether low- or high-SES—switch to them (Bresnahan and Shapiro, 1972), and, in particular low-SES children show a much faster extinction period than their high-SES counterpart when rewards are eliminated.…”

Section: State Of the Art And Why It Is Time For Epistemological Reflmentioning

confidence: 99%

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Explicit and implicit issues in the developmental cognitive neuroscience of social inequality

Lipina¹,

Olesinska²

2012

Front. Hum. Neurosci.

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The appearance of developmental cognitive neuroscience (DCN) in the socioeconomic status (SES) research arena is hugely transformative, but challenging. We review challenges rooted in the implicit and explicit assumptions informing this newborn field. We provide balanced theoretical alternatives on how hypothesized psychological processes map onto the brain (e.g., problem of localization) and how experimental phenomena at multiple levels of analysis (e.g., behavior, cognition and the brain) could be related. We therefore examine unclear issues regarding the existing perspectives on poverty and their relationships with low SES, the evidence of low-SES adaptive functioning, historical precedents of the “alternate pathways” (neuroplasticity) interpretation of learning disabilities related to low-SES and the notion of deficit, issues of “normativity” and validity in findings of neurocognitive differences between children from different SES, and finally alternative interpretations of the complex relationship between IQ and SES. Particularly, we examine the extent to which the available laboratory results may be interpreted as showing that cognitive performance in low-SES children reflects cognitive and behavioral deficits as a result of growing up in specific environmental or cultural contexts, and how the experimental findings should be interpreted for the design of different types of interventions—particularly those related to educational practices—or translated to the public—especially the media. Although a cautionary tone permeates many studies, still, a potential deficit attribution—i.e., low-SES is associated with cognitive and behavioral developmental deficits—seems almost an inevitable implicit issue with ethical implications. Finally, we sketch the agenda for an ecological DCN, suggesting recommendations to advance the field, specifically, to minimize equivocal divulgation and maximize ethically responsible translation.

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Section: State Of the Art And Why It Is Time For Epistemological Reflmentioning

confidence: 99%

Section: State Of the Art And Why It Is Time For Epistemological Reflmentioning

confidence: 99%

Section: State Of the Art And Why It Is Time For Epistemological Reflmentioning

confidence: 99%

See 1 more Smart Citation

Explicit and implicit issues in the developmental cognitive neuroscience of social inequality

Lipina¹,

Olesinska²

2012

Front. Hum. Neurosci.

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“…One suggested variable has been the socio-economic level of the subjects used. For example, Bresenham and Shapiro (1972) proposed that the behavior of subjects from lower socio-economic groups was affected more by probability of reinforcement than by magnitude, whereas the reverse was true for subjects from more favored backgrounds. Several studies have also discussed the relation between reinforcement probability, reinforcement delay, and reinforcement magnitude (e.g., Rachlin, Castrogiovanni, & Cross, 1987).…”

Section: Number Ofmentioning

confidence: 99%

Fixed‐interval Performance and Self‐control in Children

Darcheville¹,

Rivière²,

Wearden³

1992

J Exper Analysis Behavior

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Operant responses of 16 children (mean age 6 years and 1 month) were reinforced according to different fixed-interval schedules (with interreinforcer intervals of 20, 30, or 40 s) in which the reinforcers were either 20-s or 40-s presentations of a cartoon. In another procedure, they received training on a self-control paradigm in which both reinforcer delay (0.5 s or 40 s) and reinforcer duration (20 s or 40 s of cartoons) varied, and subjects were offered a choice between various combinations of delay and duration. Individual differences in behavior under the self-control procedure were precisely mirrored by individual differences under the fixed-interval schedule. Children who chose the smaller immediate reinforcer on the self-control procedure (impulsive) produced short postreinforcement pauses and high response rates in the fixed-interval conditions, and both measures changed little with changes in fixed-interval value. Conversely, children who chose the larger delayed reinforcer in the self-control condition (the self-controlled subjects) exhibited lower response rates and long postreinforcement pauses, which changed systematically with changes in the interval, in their fixed-interval performances.

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“…skills· in school learning. In addition to these areas, Breshnahan and Shapiro (1972) felt the speoifio'areas in which children from lower-class environments are deficient are reading, number concepts, time conoepts, auditory discrimination, visual dis crimination, and symbolio representation. Since so ma.~ lower class children are laoking in the crucial areas necessary for school success, one might say they do not display the academic skills necessarY'for school entrance as do other ohildren of the same chronological age.…”

Section: Statement Of Purposementioning

confidence: 99%

A comparison of responses between two different socioeconomic groups on the Boehm test of basic concepts

Geist¹

2000

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1969) in order to determine if a statistica+ly significant 2' differenoe existed between sooioeoonomic level and the number of concepts oorreotly identified on the~. A secondary purpose was to determine if a significant relationship exis ted between concept development as measured by the ~and intelligence from an assessment of receptive vooabulary by using the Peabpqy Picture Vooabulary Test (PPVT) (Dunn, 1959).Ol'te"~'lnmdr-ett Wh'1ttf, lower" and mi'dtt'Xf) , SOcTo-economtc level children from two elementary schools in Portland were seleo ted as subjects to be inoluded in this study. Variables con trolled were grade level, auditory acuity, emotional stabili ty, and sooioeconomio status • . The BTBC consists of firty pictorial items, arranged in approximate order of difficulty and divided evenly between two booklets. Included in the fifty items are twenty-three spatial concepts, four time conoepts, eighteen quantity con cepts, and five concepts classified as miscellaneous. The PPVT was used to provide an estimate of a subject's verbal intelligence through a measurement of his receptive vocabu . lary. Dn both tests, the subject was instructed to point to the picture representing the ,,-stimulus . item.The results of this study revealed a relationship exists between sooioeoonomic status and the numbel l of concepts cor reotly identified on the m,Q,\l This rela.tionship was observ ed when the lower-class subjeots were compared 'W'ith their middle-olass peers at eaoh grade level, when all kindergart ners were compared to all first graders, and in a comp~rison of the fifty lower-olass and fifty middle-class subjects. SCORE FOR EACH SUBJECT 80

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Learning Strategies in Children from Different Socioeconomic Levels

Cited by 4 publications

References 43 publications

Explicit and implicit issues in the developmental cognitive neuroscience of social inequality

Explicit and implicit issues in the developmental cognitive neuroscience of social inequality

Fixed‐interval Performance and Self‐control in Children

A comparison of responses between two different socioeconomic groups on the Boehm test of basic concepts

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