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The Role of Socioeconomic Status in Problem Solving Across the First Year

出版	Whitman College, 2013
URL	http://books.google.com.hk/books?id=ISY5nwEACAAJ&hl=&source=gbs_api

註釋Cognitive problem solving is the ability to evaluate the possible responses to a situation and choose the most effective response. School age children of low socioeconomic status (SES) show delays in problem solving ability compared to their high SES counterparts, but when these delays begin is unknown. We investigated differences in the development of problem solving between 6- to 8-month-old and 10- to 12-month-old infants from high and low SES families using two well-known tool use tasks. Infants were presented with an out of reach toy and attempted to retrieve it using a cloth or a hook. Age effects replicated the literature: older infants outperformed younger infants on both tasks. We also found that high SES infants followed the expected developmental trajectory based on the literature, while low SES infants did not. Our results suggest a divergence in problem-solving skills between high and low SES infants by 8 months of age, adding to the well-known range of deficits in cognitive skills experienced by low SES infants. Implications for early interventions and future research are discussed.