Supervisor: Dr Emily Farran (IoE)
Co-Supervisors: Professor Annette Karmiloff-Smith (Bbk) & Dr Michael Thomas (Bbk)
Project Details
Problem-solving involves planning and means-ends analysis and its development is essential if children are to be creative and to learn to function independently. 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, in planning , monitoring and in physical attributes like weight/distance problems. Most studies focus on separate abilities, but problem-solving involves the coordination and integration of these abilities. This original project will therefore investigate problem-solving abilities in children with three different developmental disorders who are known to show impairments in skills which contribute to problem-solving ability. The three disorders are Autism Spectrum Disorder (ASD), Down Syndrome (DS) and Williams Syndrome (WS). This cross-syndrome comparison will contribute to the understanding of how different genetic disorders integrate 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 seriation (ordering) task. In a second phase, the student will explore intervention techniques 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 encouraging participants to verbalise their problem-solving to facilitate verbally-mediated strategies. On account of different cognitive profiles (e.g. 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 syndrome-specific 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 genetic syndromes, as well as experience in theory development, experimental design and research methods. Opportunities to gain knowledge in genetics, brain imaging and computational modelling will also be available.
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:
Dr Emily Farran, e.farran@ioe.ac.uk
Professor Annette Karmiloff-Smith, a.karmiloff-smith@bbk.ac.uk
Dr Michael Thomas, m.thomas@bbk.ac.uk
Funding Details
Studentships will cover Home/EU tuition fees and pay a stipend (15,290 for 2009/10) for a period of up to 3 years.
Eligibility
Applicants should hold a minimum of a UK Honours Degree at 2:1 level or equivalent in Psychology, Neuroscience or related subjects, the ability to work sensitively with special populations, and good interpersonal skills for liaising with participants, their families and schools.
How to apply: Eligibile candidates should:
1. Complete an Institute of Education postgraduate application form available from Clare Schmitt, email resdegassist@ioe.ac.uk Please ensure you quote reference BCPhD: Farran on your application form.
2. 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.
3. Supply 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).
4. Include a current curriculum vitae (CV).
This should be submitted either to resdegassist@ioe.ac.uk or to:
Clare Schmitt
Doctoral School
Institute of Education, University of London
20 Bedford Way
London
WC1H 0AL
Closing date for applications is: Friday 9 April 2010 (17.00)