Jacqueline Jarrett Goodnow  Jacqueline Jarrett Goodnow (born 25 November 1924 – 24 June 2014) was a cognitive and developmental psychologist. 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. Jacqueline Jarrett Goodnow was born on 25 November 1924, in Toowoomba, a middle size town in 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 University of Sydney 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 States and enrolled at Harvard; she received a Ph.D. from Radcliffe in clinical psychology. After graduating, she interned as a clinical psychologist at St. Elizabeth's Hospital in Washington, D.C. While attending Harvard, 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. Jacqueline Jarrett Goodnow published eight books, over sixty journal articles and chapters. Some of her publications are titled: 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. "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 ‘gambling’ 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." When it came to experiments on thinking, subjects were asked to pick their own strategies and reward was not important. 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.