The Development of Problem-Solving Abilities in Typical and Atypical Development

Supervisor:          Dr Emily Farran (IoE)

Co-Supervisor:    Professor Annette Karmiloff-Smith (Bbk) & Dr Michael Thomas (Bbk)

Project Details

Problem-solving involves means-ends analysis and its development is essential if children are to learn to function independently at school and home.  For example, when learning to dress themselves, children must determine the order in which to put on each item.  Problem-solving cuts across many domains.  It is involved in mapping meaning onto new words, in determining relations between symbols and real objects in map reading, and in using physical attributes like weight/distance in balance problems.

The project will investigate problem-solving abilities in children with three different developmental disorders who are known to show impairments in abilities which contribute to problem-solving ability.  The three disorders are Autism Spectrum Disorder (ASD), Down Syndrome (DS) and Williams Syndrome (WS).  The study outcome will clarify cognitive development in these atypcial groups and will determine how these groups integrate their cognitive abilities across domains in everyday problem-solving.

In a first phase, problem solving abilities will be assessed using sensitive experimental tasks and compared to typical development.  Tasks may include a child-friendly version of the Tower of Hanoi task (Klahr & Robinson, 1981), the truck loading task (Fagot & Gauvain, 1997), the dog-cat-mouse game (Klahr, 1985), the staircase task (Inhelder et al., 1976), the kitten delivery task (Fabricious, 1988), and a Piagetian seriation (ordering) task.  In a second phase, the student will explore intervention techniques to scaffold performance based on the profile of children with each type of disorder.  Techniques may include using cue-cards to scaffold participant's memory of subgoals, introducing methods designed to facilitate participant's ability to inhibit initial responses (see Diamond, Kirkham & Amso, 2002), and asking participants to verbalise their problem-solving to facilitate verbally mediated strategies.  On account of different cognitive profiles (eg. memory impairments in WS and DS, inhibition problems in ASD, strong verbal ability in WS), we expect the children with each disorder to respond differently, pointing the way to intervention techniques to aid everyday problem-solving tailored to children with different developmental disabilities.

This project will provide the successful applicant with the opportunity to gain expertise in developmental cognition in typical children and in three developmental disordered groups and experience in experimental design and research methods.  Applicants should have a good honours degree (or equivalent) in Psychology or a related subject, an interest in working with young people with learning difficulties, the ability to work sensitively with special populations and good interpersonal skills for liaising with participants, their families and schools.

Key References

1.  Farran, E.K., Blades, M., Boucher, J. & Tranter, L.J. (2009), in press).  How do Individuals with Williams Syndrome Learn a Route in a Real World Environment?  Development Science
2.  Karmiloff-Smith, A. (1992). Beyond modularity:  a developmental perspective on cognitive science.  Cambridge, Massachusett, Massachusetts Institute of Technology.
3.  Klahr, D. and B.F. Robinson (1981).  Formal assessment of problem-solving and planning processes in preschool children.  Cognitive Psychology, 13, 113-148.
4.  Thomas, M.S.C. et al. (2009).  Using developmental trajectories to understand genetic disorders.  Journal of Speech, Language, and Hearing Research, 52, 336-358.

Further details about the project may be obtained from:

Supervisor:          Dr Emily Farran, e.farran@ioe.ac.uk
http://www.ioe.ac.uk/staff/PHDT/PHDT_22.html

Co-Supervisor:    Professor Annette Karmiloff-Smith, a.karmiloff-smith@bbk.ac.uk
http://www.psyc.bbk.ac.uk/research/DNL/personalpages/annette.html
Co-Supervisor:    Dr Michael Thomas, m.thomas@bbk.ac.uk
http://www.psyc.bbk.ac.uk/research/DNL/personalpages/michael.html

Further information about PhDs at the Institute of Education is available from:

http://www.ioe.ac.uk/doctoralschool/

How to apply

Applications should be made using the online UK Postgraduate Applications Systems (UKPASS)
http://www.ukpass.ac.uk
You will need to register with UKPASS to use this online application system.  It is free of charge to register and apply.

Please indicate in your application the reference number of the studentship for which you wish to be considered:  BCPhD: Farran.

Additional Application Requirements

In addition to the standard application we require:

1.  A short statement of no more than 500 words on:
why you are interested in this project;
your current knowledge of the areas it covers and/or the way in which you will bring yourself up to speed on the subject matter.

2.  A copy of a piece of your own written work.  This might be something you have written as coursework, or a publication (either for a peer reviewed journal or something more journalistic such as a student newspaper).

3.  A current curriculum vitae (CV)

Closing date for applications is:  1st March 2010