Cognitive abilities of street children: Low-SES Bolivian boys with and without experience of living in the street

Objectives: This study compared results on cognitive tests measuring nonverbal visualization and reasoning, executive functions, and creativity between 36 boys with experience of living in the street and 31 housed yet socioeconomically equivalent boys, in Bolivia.

Results: The street children scored significantly higher on the creativity measure, which is discussed in relation to contextual relevance. No significant differences were found on the other cognitive tests. Time elapsed after living in the street and drug use were strongly associated with cognition, while age was not. Both groups scored below average compared to Western norms. The results are discussed in terms of the cultural relevance of the tests and the impact of socioeconomic status, stress, and stimulation on cognition.     

Early childhood education and crime

This article presents new evidence on the crime-reducing impacts of a high-quality, intensive early childhood program with long-term follow-up, evaluated by a randomized controlled trial. Proportionately, more women than men decrease their criminal activity after participating in the program. This gender difference arises because of the worse home environments for girls, with corresponding greater scope for improvement by the program. For both genders, treatment effects are larger for the least-advantaged children, as measured by their mother's education at baseline. The dollar value of the social cost of criminal activity averted is higher for men because they commit more costly violent crimes.     

Interacting plans

The paper explores certain phenomena which arise in stories, conversations, and human activity in general when the plans of two individuals are formed and carried out in an interactive situation. A notation system for representing interacting plans is introduced and applied in the analysis of a small portion of “Hansel and Gretel.” The analysis illustrates how a single actor plan can be modified by the needs of cooperative interaction with others and how cooperative interactive episodes can be transformed and used deceptively by one party in achieving his or her own covert goals.     

Contingency and changing reality: Perspectives from Germany

The World Wide Web connects less and disconnects more. In Germany as in the United States, disconnecting factions digitize their ideologies and overnight multiply their adherents. Such forces of disruption are incessant. Appeal to constructivist theory reveals that beneath this destabilizing dynamic is awareness of contingency, the feeling of disempowerment in the face of an unpredictable and uncontrollable future. Religion has the potential for stabilizing, but religious leaders will need to reignite a faith in the future to make this happen.     

Diagnostic models for procedural bugs in basic mathematical skills

A new diagnostic modeling system for automatically synthesizing a deep-structure model of a student's misconceptions or bugs in his basic mathematical skills provides a mechanism for explaining why a student is making a mistake as opposed to simply identifying the mistake. This report is divided into four sections: The first provides examples of the problems that must be handled by a diagnostic model. It then introduces procedural networks as a general framework for representing the knowledge underlying a skill. The challenge in designing this representation is to find one that facilitates the discovery of misconceptions or bugs existing in a particular student's encoding of this knowledge. The second section discusses some of the pedagogical issues that have emerged from the use of diagnostic models within an instructional system. This discussion is framed in the context of a computer-based tutoring/gaming system developed to teach students and student teachers how to diagnose bugs strategically as well as how to provide a better understanding of the underlying structure of arithmetic skills. The third section describes our uses of an executable network as a tool for automatically diagnosing student behavior, for automatically generating “diagnostic” tests, and for judging the diagnostic quality of a given exam. Included in this section is a discussion of the success of this system in diagnosing 1300 school students from a data base of 20.000 test items. The last section discusses future research directions.     

‘It’s Not Just about Faith’: Narratives of Transformation When Moving Out of Islam in the Netherlands and Britain

ABSTRACT

This article investigates the narratives of people with Islamic backgrounds in the Netherlands and Britain who have moved out of Islam. Rather than focusing primarily on ‘leaving faith’ (i.e. a predominantly negative and religiously centred approach), it will present four types of thematic trajectories that consider the broader life-worlds and experiences of the interlocutors. These themes will illustrate the relative weight of the religious voice in trajectories, rather than presupposing the centrality of religion in one’s (former) identity or trajectory. It will thereby display a broader understanding of the interlocutors’ experiences as being in a negative relation to religion alone: not only religious, but also political, social, ethnic and gender boundaries provided the contexts in which people moved out of Islam. The themes (‘religious break’, ‘social break-away’, ‘the entrance’ and ‘unconscious secularization’) will be illustrated by four case studies. A fifth case will be presented to illustrate the potency of the intertwinement of the themes.