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Lecture 19

PSYC 471 Lecture 19: 19 PSYC 471 March 23rd 2017
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Department
Psychology
Course
PSYC 471
Professor
Richard Koestner
Semester
Winter

Description
19 PSYC 471 March 23 2017d Growing up Poor vs. Rich: Possible Motivational Consequences  Researchers he is focusing on:  Both hit upon this topic accidentally  Martha Farah—real life situation: her daughters babysat by lower class woman with same age daughters, at young age there was no difference but by age 4 there were obvious differences  Suniya Luther—was studying growing up poor vs. middle class but also had a control group of wealth kids, found (to her surprise) that it wasn’t’ only poor kids but also highest SES kids who were vulnerable Our Life Story  Many people life “underdog narratives” e.g. grew up impoverished and worked his way up to become a professor  But what is poor?  1/6 Americans live below poverty line  Don’t live in owned home, eligible for welfare etc., often parents split up, exposure to violence, aggression, abuse  Aging faster Recent research on poverty in children  Experience of living in poverty that does dramatic damage to physiological systems and brain development  Martha Farah studies: Poverty, stress and brain impairment—idea: living in poverty is incredibly stressful b/c you’re living in a unpredictable environment where you’re not sure if you’re basic needs and psychological needs will be taken care of (e.g. food e.g. supportive caregivers)  Measures allostatic load  Also IQ differences and cognitive function in working memory, executive function and language abilities Video clips  Scaffolding needed for children to grow  “Intellectual ping pong”—going back and forth between caregiver and child  E.g. “reading” a book: you read it then the child tells you what’s going to happen then you ask questions about it  Modeling a behaviour encouragingly then stepping back and giving child time to try it out  Used in educational psychology Families and the development of expertise  Parental involvement—child needs structure, routine  3 critical features: child-centred, achievement oriented, responsibility training  Stats:  By age 5: professional families read 1500 hours to kids, poverty families only 20  Words by age 4: professional=45 mill, working class=26 mill and welfare=13 mill  Studied vocabulary: a 5 year old in professional family vocab as sophisticated as the parent of the family on welfare Would greater income make a difference? “Great smokey mountain study of youth”  Longitudinal study  Casino opened in area, and royalties increased families in the area’s income (by 10,000$ annually)  Found dramatic improvements in psychological, cognitive, behavioural etc. relative to the rest of the sample (those without income increase)  Parents reported spending more time with their kids, mentoring them  Shows how economic shift can allow time/energy for better parenting  Follow when they were 21 showed they maintained their gains Mediating
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