1. Developmental Psychology Year 11 Semester 1 2011 Amended slightly from the Slideshow created by Geoff Taylor, Canberra College

2. Environmental Influences on the Cognitive Development of Children in the Australian Context

3. Culture & Visual-Spatial Memory Kearins, 1975, 1986 Compared Aboriginal children from the Western Desert Region of Australia living a traditional Aboriginal lifestyle with ‘white’ school children from suburban Perth Performance of the Aboriginal children was markedly superior to the ‘white’ suburban school children on all ‘spatial memory’ tasks For the Aboriginal children (in contrast to the ‘white’ suburban school children) it didn’t matter if they were familiar or unfamiliar with the sets of objects The clearly superior performance of the Aboriginal children on the tasks were because of survival instincts they developed over time in their desert environment Australian Journal of Psychology, Vol. 38, No. 3, 1986, pp 203-214

4. Culture & Visual-Spatial Memory Kearins, 1975, 1986 The findings also show Aboriginal children (unlike the ‘white’ suburban Australian school children) did not rely on language (literacy skills) to remember the positions of objects on the tray, but rather used some sort of ‘imagery’ procedure or photographic memory She concluded that these types of skills should be taken into account in IQ tests Visual-spatial tasks have subsequently been included in IQ tests Australian Journal of Psychology, Vol. 38, No. 3, 1986, pp 203 - 214

5. Culture & Visual-Spatial Memory Kearins, 1975, 1986 Highlights the importance of the environment (nurture) on intelligence Shows that it is specifically culture which impacts on intelligence Values unusual or ‘non-Western’ skill sets Visual-spatial memory may relate to more general spatial abilities, such as giving and following directions, finding your way around an environment, and reading maps This more general spatial ability is also a form of intelligence Australian Journal of Psychology, Vol. 38, No. 3, 1986, pp 203-214

6. Individual Differences

7. Social Factors & Intelligence Socio-economic status (SES) Education such as selective cohorts and / or private schools Socialisation, such as the values, traditions or rituals of a particular family Gender (strengths & weaknesses) Birth order Peer group Media & technology ‘Zone of proximal development’ (already good at least one other thing increases your chance of being ‘smart’ at other things)

8. Gender Differences & Mental Abilities Testing It is our set of genes that lay the foundation for our mental (& physical) abilities. Experiences determine how we utilise these abilities and how we reach our potential. The gap is closing between boys and girls in areas such as spatial ability (typically seen as the domain of males) and verbal ability (typically seen as the domain of females). Parents and teachers are important socialising agents (and reinforced with peer pressure) in the development and fostering of mental abilities in boys and girls (i.e. in the directions they encourage and discourage them).

9. Gender Differences & Mental Abilities Testing Historically (this of course is changing), males have typically placed more importance on work success and this has shaped the way boys and girls are socialised and the development of mental abilities in the sexes. Historically (this of course is changing too), females have typically placed more importance on presentation and attractiveness, finding a partner and perhaps the reproductive cycle and this has shaped the way girls and boys are socialised and the development of mental abilities in the sexes.