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771.
Sophie von Stumm Emily Smith‐Woolley Ziada Ayorech Andrew McMillan Kaili Rimfeld Philip S. Dale Robert Plomin 《Developmental science》2020,23(3)
The two best predictors of children's educational achievement available from birth are parents’ socioeconomic status (SES) and, recently, children's inherited DNA differences that can be aggregated in genome‐wide polygenic scores (GPS). Here, we chart for the first time the developmental interplay between these two predictors of educational achievement at ages 7, 11, 14 and 16 in a sample of almost 5,000 UK school children. We show that the prediction of educational achievement from both GPS and SES increases steadily throughout the school years. Using latent growth curve models, we find that GPS and SES not only predict educational achievement in the first grade but they also account for systematic changes in achievement across the school years. At the end of compulsory education at age 16, GPS and SES, respectively, predict 14% and 23% of the variance of educational achievement. Analyses of the extremes of GPS and SES highlight their influence and interplay: In children who have high GPS and come from high SES families, 77% go to university, whereas 21% of children with low GPS and from low SES backgrounds attend university. We find that the associations of GPS and SES with educational achievement are primarily additive, suggesting that their joint influence is particularly dramatic for children at the extreme ends of the distribution. 相似文献
772.
In light of the growing number of level crossing accidents and the limited prevention programmes, this study examined relationships among attitudes toward traffic rules, impulsiveness, and behavioural intentions at level crossings. It explored the behavioural effects of an educational programme newly developed within the framework of the Croatian national safety project “Implementation of measures to improve the safety of the most vulnerable traffic participants at level crossings“. The programme aimed to change risky attitudes and behavioural intentions of learner drivers at level crossings. It consists of a safety lecture accompanied by pictures, videos and the exposition to a 3D virtual reality film shot at a real level crossing, which allows the participant to experience, from the driver’s perspective, safe and risky crossings. The programme was implemented in 11 driving schools. First, 285 participants (62.8% men) answered a questionnaire measuring safety attitudes toward traffic and impulsiveness, then they attended a lecture and participated in the virtual reality experience. Finally, they answered a questionnaire measuring planned future behaviour at level crossings. The results showed that attitudes toward level crossing risk significantly predicted intended driving behaviour at level crossings. Furthermore, the 360° video-based educational intervention altered the relationships connecting attitudes toward level crossings and risky driving behaviour at level crossings. The practical implications of these results are discussed. 相似文献
773.
Scott B. Morris Michael Bass Elizabeth Howard Richard E. Neapolitan 《International Journal of Testing》2020,20(2):146-168
The standard error (SE) stopping rule, which terminates a computer adaptive test (CAT) when the SE is less than a threshold, is effective when there are informative questions for all trait levels. However, in domains such as patient-reported outcomes, the items in a bank might all target one end of the trait continuum (e.g., negative symptoms), and the bank may lack depth for many individuals. In such cases, the predicted standard error reduction (PSER) stopping rule will stop the CAT even if the SE threshold has not been reached and can avoid administering excessive questions that provide little additional information. By tuning the parameters of the PSER algorithm, a practitioner can specify a desired tradeoff between accuracy and efficiency. Using simulated data for the Patient-Reported Outcomes Measurement Information System Anxiety and Physical Function banks, we demonstrate that these parameters can substantially impact CAT performance. When the parameters were optimally tuned, the PSER stopping rule was found to outperform the SE stopping rule overall, particularly for individuals not targeted by the bank, and presented roughly the same number of items across the trait continuum. Therefore, the PSER stopping rule provides an effective method for balancing the precision and efficiency of a CAT. 相似文献
774.
Civil litigation involving the forensic neuropsychiatric evaluation of a personal injury case requires an assessment of damages and causation. The expert witness is obliged to integrate data from three critical sources of information: the review of records; the results of neuropsychological testing; and the findings from the clinical examination. In civil litigation involving a personal injury claim, the expert witness can be expected to address causation and prognosis of any neuropsychiatric damages. We discuss the undertaking of a forensic neuropsychiatric evaluation, psychiatric disorders often encountered in personal injury litigation, provide case vignettes and describe a number of special types of forensic neuropsychiatric evaluations, for example, Workers' Compensation, VA Disability and Social Security Disability. 相似文献
775.
Attempting to retrieve information from memory is an engaging cognitive activity. We predicted that people would learn more when they had spent more time attempting to retrieve. In experiments 1a and 1b, participants were shown trivia questions for 0, 5, 10, or 30 seconds and then the answer was revealed. They took a final test immediately or after 48 hours. Retrieval enhanced learning, but the length of the retrieval attempt had no effect (i.e., final test performance was equivalent in the 5-, 10-, and 30-second conditions and worse in the 0-second condition). During the initial retrieval attempt, more time did increase recall, suggesting that participants continued to engage in productive retrieval activities when given more time. Showing the answer for longer (7 versus 2 seconds) increased learning in Experiments 2a and 2b. Experiment 3 examined the effect of retrieval success and Experiment 4 replicated the results using different materials. These results have direct implications for current theories of retrieval. 相似文献
776.
This narrative essay shares observations and insights about how instructors can use creativity, student voice, and personalized learning to create more responsive educational leadership pedagogy. Three stories, as told by a professor and two former students, explore how students’ narratives can naturally inform educational leadership preparation across international borders. We aim to demonstrate how students’ narrative experiences in education can contribute to exisiting discourse and research on effective and innovative pedagogical practice in educational leadership preparation. 相似文献
777.
Gail S. Reed 《The International journal of psycho-analysis》2017,98(3):821-830
For Jacob A. Arlow, understanding unconscious fantasies was central to his clinical work. These fantasies are to be found at the core of those eruptions that break without warning into our ordinary lives, whether in the form of hysterical symptoms, daydreams or nightmares. What, however, could an unconscious fantasy be on a theoretical level, beyond a vehicle for discharge? Although partly unconscious, such fantasies are sometimes composed of fixed verbal content with a high degree of internal organisation. Unconscious fantasies therefore pose many challenges to understanding. 相似文献
778.
《创造性行为杂志》2017,51(2):153-162
Despite significant scholarly attention, the literature on the existence and direction of gender differences in creativity has produced inconsistent findings. In the present paper, we argue that this lack of consensus may be attributable, at least in part, to gender‐specific inconsistencies in the measurement of creative problem‐solving. To explore this possibility, we empirically tested assumptions of multiple‐group measurement invariance using samples borrowed from four recent studies that assessed creative problem‐solving (J.D. B arrett et al., 2013; K.S. H ester et al., 2012; D.R. P eterson et al., 2013; I.C. R obledo et al., 2012). Across the four samples, apparent gender differences emerged on all three components of S.P. B esemer & K. O 'Q uin's (1999) three‐facet model of creativity (i.e., quality, originality, and elegance) such that, on average, females appeared to exhibit higher baseline levels of creativity. However, in light of violations of measurement invariance assumptions across genders found in these samples, comparisons such as these may not ultimately be appropriate. Although the underlying factor structure and factor loadings on a unitary creativity factor were consistent across gender (i.e., weak factorial invariance), measurement in‐equivalence assumptions were violated at the subfacet level (i.e., strong factorial invariance). Implications of these findings for understanding gender differences in creative problem‐solving are discussed. 相似文献
779.
Joke Meeus Javiera Paredes Mayor Roberto González Rupert Brown Jorge Manzi 《European journal of social psychology》2017,47(3):289-303
In three experiments (N = 56, 99, and 225), we showed that racial phenotypicality bias characterizes educational expectations for Chilean mestizo students: participants displayed more positive educational expectations for light complexioned than for dark complexioned high school students. In Study 1, with male high school target students, the relation between racial phenotypic appearance and educational expectations was mediated by differences in perceived competence. Study 2 suggests that the gender of the target student did not influence the occurrence of racial phenotypicality bias. Study 3 showed that racial phenotypicality bias occurs in both university students and high school teachers' judgements. Although socioeconomic background of the target student partially explained the effects of racial phenotypic appearance (especially in teachers), the latter exerted an additional and independent influence on educational expectations. These results underline the fact that effects of racial phenotypicality bias should not be overlooked in the educational domain. As mediational analyses suggested, these effects only partly occur because of stereotypical associations between racial phenotypic appearance and socioeconomic background, but also because of stereotypical associations between racial phenotypic appearance and attributed competence. 相似文献
780.