144:
ten to thirteen the
Piagetian tasks of conservation of weight, volume, and space, along with Ravenâs Progressive Matrices task and Piagetâs factorial problem. Children who were unschooled had difficulty in performing the tasks that were required for the factorial problem and the Progressive Matrices task. When she gave the tests to sample of âaverageâ (IQ 101â120) and âdullâ (IQ 64â88) boys in Montgomery County, Maryland she found that the US boys of average intelligence scores were similar to the schooled and semi-schooled Chinese boys on the conservation tasks. When it came to the dull US boys their scores were inferior to the schooled and semi-schooled Chinese boys on the combinational tasks.
129:"In a typical experiment situation the subjects sat facing a table with a number of cards on it. The task of the subject was to find the concept. The subject might be given a positive instance and told to find the concept. Subjects differed in the strategies they employed. A âfocusâ strategy was slow but sure, while a âscanningâ strategy put many requirements on memory and was more risky. Or the subjects might be given one instance at a time, starting with a positive concept, told to write a hypothesis, given another instance, told to write a hypothesis again, and so on, until the subject could define the concept. The subjects learned from the positive instances."
115:"In the view of the dominant behaviorism of the time, rewards were important determinants of behavior. But Goodnow showed that, when reward is kept constant, behavior differs depending on how the subject defines the situation. In a âgamblingâ situation the tendency was to maximize reward, but in a problem-solving situation the subject considered longer runs of behavior, looking for a pattern, and an individual choice, win or lose, was not so important. Strategies, that are how the subject defined the situation, were also important in studies of concept attainment."
177:. The first book discussed the problems of family life in the convict period to the modern problems facing Australia such as one-parent households, migrants, and violence against children. In this book she asked children about their family and school life and their friendships. Goodnow wanted to base the book on the perspective of children.
53:, Queensland, Australia. She was the second of six children born to George Bellingen Jarrett and Florence Bickley Jarrett, a former secretary. Jacqueline's family moved to Sydney before she started high school. She attended a girl's high school there that did not offer physics, chemistry, or biology. Jarrett was enrolled at the
57:
at the age of sixteen and she graduated with first class honours in
Psychology and a University Medal in 1944. She became a laboratory instructor at the university and worked as a temporary lecturer. Since the University of Sydney did not offer Ph.D. programs to women, Jarrett travelled to the United
143:
Goodnowâs interest in culture and thought came after travelling to Hong Kong when she became interested in the thinking process of children from different cultures. She used Piagetâs conservation tasks and two combinational tasks. This study was conducted by giving 500 Chinese and
European boys age
160:
Goodnow wanted to see how children could complete a drawing when they were given restriction. For example, she would give a child a circle with two dots âeyesâ low in the circle and asked them to complete the drawing. Grammar of Action was a tool that gave children simple figures and asked the
380:
70:, Jarrett met and fell in love with Robert Goodnow, a fellow graduate student. She also developed psychometric tests for Europeans, mainly refugees who might work for the army. They married in October 1951.
107:
Goodnow's contributions to psychology centred on six themes: two-choice learning studies, research on thinking, culture and thought, the effects of perception, children's drawings, and social policy.
29:
152:
The perceptual activity and modality perception were assessed to show the importance of tactile activity as well as comparing vision with active touch and visual with auditory matching.
420:
375:
41:. She studied the interaction of culture and thinking, writing a monograph on the use of Piagetian tasks with schooled and unschooled children in Hong Kong.
190:
390:
415:
405:
135:
The purpose of this test was to show that when people need to learn concepts they employ a method or strategy to help their performance.
25:
293:
189:
in 1992 for "service to research into child development and education in the discipline of psychology". She was elected Fellow of the
211:
410:
395:
400:
78:
Jacqueline
Jarrett Goodnow published eight books, over sixty journal articles and chapters. Some of her publications are titled:
385:
123:
When it came to experiments on thinking, subjects were asked to pick their own strategies and reward was not important.
63:
38:
334:
370:
365:
54:
186:
285:
276:
289:
59:
161:
children to draw them. The older the child was, the more creative their drawings were.
359:
62:
in clinical psychology. After graduating, she interned as a clinical psychologist at
309:
50:
34:
314:
Australian
Honours Search Facility, Dept of the Prime Minister and Cabinet
67:
169:
Goodnow became interested in broader social issues, hence her books
89:
Children and
Families in Australia: Contemporary Issues and Problems
335:"Academy Fellow â Emeritus Professor Jaqueline Goodnow AO, FASSA"
49:
Jacqueline
Jarrett Goodnow was born on 25 November 1924, in
381:
Fellows of the
Academy of the Social Sciences in Australia
58:
States and enrolled at
Harvard; she received a Ph.D. from
282:
Women in
Psychology: A Bio-bibliographic Sourcebook
275:
156:Childrenâs drawings and the âGrammar of Actionâ
33:(born 25 November 1924 â 24 June 2014) was a
8:
171:Children and Families in Australia and Women
421:Australian expatriates in the United States
339:Academy of the Social Sciences in Australia
269:
267:
265:
263:
261:
259:
257:
255:
253:
191:Academy of the Social Sciences in Australia
148:Perceptual activity and modality perception
284:. New York, NY: Greenwood Press. pp.
251:
249:
247:
245:
243:
241:
239:
237:
235:
233:
212:"In memoriam: Jacqueline Jarrett Goodnow"
202:
101:Women, Social Science and Public Policy
310:"Professor Jacqueline Jarrett Goodnow"
7:
376:Companions of the Order of Australia
218:. American Psychological Association
165:Social policy and development issues
66:in Washington, D.C. While attending
187:Companion of the Order of Australia
95:Home and School: A Childâs Eye View
14:
175:Social Science and Public Policy
391:Australian women psychologists
74:Contributions and achievements
1:
280:. In O'Connell, A.N. (ed.).
277:"Jacqueline Jarrett Goodnow"
416:University of Sydney alumni
406:Developmental psychologists
111:Two-choice learning studies
437:
39:developmental psychologist
22:Jacqueline Jarrett Goodnow
411:Radcliffe College alumni
396:Australian psychologists
210:Friedman, PhD, Sarah L.
64:St. Elizabeth's Hospital
45:Early life and education
401:Cognitive psychologists
181:Honours and recognition
16:Australian psychologist
386:People from Toowoomba
216:www.apadivisions.org
119:Research on thinking
55:University of Sydney
274:Walk, R.D. (1990).
185:Goodnow was made a
139:Culture and thought
428:
350:
349:
347:
345:
331:
325:
324:
322:
320:
306:
300:
299:
279:
271:
228:
227:
225:
223:
207:
83:Children Drawing
32:
436:
435:
431:
430:
429:
427:
426:
425:
356:
355:
354:
353:
343:
341:
333:
332:
328:
318:
316:
308:
307:
303:
296:
273:
272:
231:
221:
219:
209:
208:
204:
199:
183:
167:
158:
150:
141:
121:
113:
76:
47:
24:
17:
12:
11:
5:
434:
432:
424:
423:
418:
413:
408:
403:
398:
393:
388:
383:
378:
373:
368:
358:
357:
352:
351:
326:
301:
295:978-0313260919
294:
229:
201:
200:
198:
195:
182:
179:
166:
163:
157:
154:
149:
146:
140:
137:
133:
132:
131:
130:
120:
117:
112:
109:
105:
104:
98:
92:
86:
75:
72:
46:
43:
15:
13:
10:
9:
6:
4:
3:
2:
433:
422:
419:
417:
414:
412:
409:
407:
404:
402:
399:
397:
394:
392:
389:
387:
384:
382:
379:
377:
374:
372:
369:
367:
364:
363:
361:
340:
336:
330:
327:
315:
311:
305:
302:
297:
291:
287:
283:
278:
270:
268:
266:
264:
262:
260:
258:
256:
254:
252:
250:
248:
246:
244:
242:
240:
238:
236:
234:
230:
217:
213:
206:
203:
196:
194:
192:
188:
180:
178:
176:
172:
164:
162:
155:
153:
147:
145:
138:
136:
128:
127:
126:
125:
124:
118:
116:
110:
108:
102:
99:
96:
93:
90:
87:
84:
81:
80:
79:
73:
71:
69:
65:
61:
56:
52:
44:
42:
40:
36:
31:
27:
23:
19:
342:. Retrieved
338:
329:
317:. Retrieved
313:
304:
281:
220:. Retrieved
215:
205:
184:
174:
170:
168:
159:
151:
142:
134:
122:
114:
106:
100:
94:
88:
82:
77:
48:
21:
20:
18:
371:2014 deaths
366:1924 births
286:134, 137-40
360:Categories
222:7 November
197:References
344:3 October
319:3 October
193:in 1976.
60:Radcliffe
51:Toowoomba
35:cognitive
68:Harvard
292:
103:(1985)
97:(1985)
91:(1979)
85:(1977)
30:FASSA
28:
346:2020
321:2020
290:ISBN
224:2014
173:and
37:and
362::
337:.
312:.
288:.
232:^
214:.
26:AC
348:.
323:.
298:.
226:.
Text is available under the Creative Commons Attribution-ShareAlike License. Additional terms may apply.