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Since China adopted a policy to eliminate rural learning centers, boarding has become an important feature of the current rural student community. However, there is a lack of consensus on the impact of boarding schools on students...
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Since China adopted a policy to eliminate rural learning centers, boarding has become an important feature of the current rural student community. However, there is a lack of consensus on the impact of boarding schools on students' cognitive and non-cognitive development. This study investigates the effect of boarding schools on the development of cognitive and non-cognitive abilities of junior high school students in rural northwest China.Using a sample of 5,660 seventh-grade students from 160 rural junior high schools across 19 counties, we identify a causal relationship between boarding and student abilities with the instrumental variables (IV) approach.The results suggest that boarding positively influences memory and attention, while it has no significant effect on other cognitive abilities such as reasoning, transcription speed, and accuracy. Furthermore, we find no significant association between boarding and the development of non-cognitive skills.Given the widespread prevalence of boarding schools in rural regions, our study highlights the growing importance of improving school management to promote the development of students’ cognitive abilities and integrating the development of non-cognitive or social-emotional abilities into students’ daily routines.
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The existing literature suggests that worker's cognitive and non-cognitive abilities have a significant impact on wages. However, presently there is little research in this area of China's labor force, due to scanty data. To this ...
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The existing literature suggests that worker's cognitive and non-cognitive abilities have a significant impact on wages. However, presently there is little research in this area of China's labor force, due to scanty data. To this end, this Paper conducted a CEES-based data research, which found that, the cognitive and non-cognitive abilities of male, skilled workers have a greater impact on their wages, as compared with those of the female, unskilled workers. The OLS regression based on the Mincer Wage Equation found that, the impact of non-cognitive abilities on wages is generally larger than that of the cognitive abilities. All cognitive abilities have a positive impact on wages, wherein English proficiency has the greatest elasticity of wages, which is 12.1%. Of all non-cognitive abilities, Conscientiousness has the highest wage elasticity, which is 13.6%, whereas Agreeableness has a negative wage elasticity of -6.32%.
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Given adolescents' propensity to engage in risky activities, experimentally elicited risk preferences have received much attention in this demographic group. In order to address the likelihood of engaging in potentially harmful ac...
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Given adolescents' propensity to engage in risky activities, experimentally elicited risk preferences have received much attention in this demographic group. In order to address the likelihood of engaging in potentially harmful activities, this study investigates various correlates of adolescents' risk preferences. Few studies have looked at other dimensions of decision-making under uncertainty in this important population, and here we attempted to close this gap by conducting a "lab in the field" experiment with adolescents. Our goals were twofold. First, we assessed both standard risk preferences during adolescence, as well as those of ambiguity and the higher order concept of prudence. Second, we examined the influence of individual characteristics of the decision-maker on attitudes towards risk, ambiguity, and prudence. In addition to gender and age, we focused on cognitive and non-cognitive abilities as potential moderators of interest Our results demonstrated that adolescents are risk neutral on average, however they are also typically ambiguity averse and display prudent behavior. Also, we found that various individual factors influenced adolescents' attitudes towards risk, ambiguity, and prudence. These specific characterizations can greatly aid in targeting policy in adolescence, and we conclude by suggesting several possibilities for these interventions. (C) 2020 Elsevier B.V. All rights reserved.
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The first aim of this study was to explore the aetiology of phenotypic relationships between different measures of executive functions. The second objective was to examine sources of the covariation between different measures of e...
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The first aim of this study was to explore the aetiology of phenotypic relationships between different measures of executive functions. The second objective was to examine sources of the covariation between different measures of executive functions and the measure of general cognitive ability. The study sample consisted of 468 twins (154 pairs of monozygotic twins and 80 pairs of dizygotic twins) of the same and different gender who grew up together. Executive functions were evaluated by the Wisconsin Card Sorting Test, the Trail Making Test - form B, and verbal fluency tests. Raven's Advanced Progressive Matrices were used as a measure of general cognitive ability. The study results suggest a primarily genetic origin of the mutual covariation of different executive measures and their covariation with the general cognitive ability construct. While the shared genetic variance primarily lies in the bases of similarity/unity of the used cognitive measures, their particularity/difference is determined by a specific unshared environment. The obtained result on the presence of a single general genetic factor, which can be singled out in the case of different executive measures, at least partially speaks in favor of the thesis about the unity of various executive measures and the existence of a common basic ability. Together with the specific unshared environment, the specific genetic influence speaks in favor of a difference between each of the individual measures.
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Most of the work examining the relationship between intelligence and job performance has conceptualized intelligence as g. Recent findings, however, have supported the claim that more specific factors of intelligence contribute to...
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Most of the work examining the relationship between intelligence and job performance has conceptualized intelligence as g. Recent findings, however, have supported the claim that more specific factors of intelligence contribute to the prediction of job performance. The present study builds upon prior work on specific cognitive abilities by investigating the relationship between ability tilt, a measure representing differential strength between two specific abilities, and job performance. It was hypothesized that ability tilt would differentially relate to job performance based on whether or not the tilt matched the ability requirements of the job, and that ability tilt would provide incremental validity over g and specific abilities for predicting performance when the tilt matched job requirements. Hypotheses were tested using a large sample from the General Aptitude Test Battery (GATB) database. Ability tilt related with job performance in the expected direction for 27 of the 36 tilt-job combinations examined, with a mean effect size of .04 when the tilt matched job requirements. The mean incremental validities for ability tilt were .007 over g and .003 over g and specific abilities, and, on average, tilt explained 7.1% of the total variance in job performance. The results provide limited evidence that ability tilt may be a useful predictor in addition to ability level, and contribute to our understanding of the role of specific abilities in the workplace.
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Many previous studies have shown that skilled and educated women have fewer children. By comparing twins and close siblings in Swedish register data, we show that the negative association between human capital and fertility mostly...
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Many previous studies have shown that skilled and educated women have fewer children. By comparing twins and close siblings in Swedish register data, we show that the negative association between human capital and fertility mostly reflects family background factors. For males, human capital measures are unrelated to fertility in the overall population, but this again masks the influence of family background factors as high-skilled males tend to have more children than their less-skilled twins or siblings. Hence, family background factors have a strong negative impact on the overall association between human capital measures and fertility for both women and men. Non-cognitive abilities deviate from these patterns-these abilities remain strongly complementary to fertility both within and across families. Our results can be reconciled with a stylized model where family-specific preferences for fertility are shared across generations and shape investments in skills and traits when children are young.
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Cognitive reserve is a potential explanation for the disparity between brain pathology and its clinical manifestations. The main objective of this study was to estimate, based on published studies, the strength of the association ...
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Cognitive reserve is a potential explanation for the disparity between brain pathology and its clinical manifestations. The main objective of this study was to estimate, based on published studies, the strength of the association between cognitive reserve and cognitive performance in individuals with HIV. A systematic literature search using Ovid MEDLINE, PsychINFO, and EMBASE was performed to identify studies published between 1990 and 2016 that quantified the association between cognitive reserve and cognitive performance in HIV. A random-effects meta-analysis was used to compute a summary estimate (Cohen's d) with 95% confidence intervals (CI) and 95% prediction intervals (PI). The risk of bias and quality of reporting in the studies were indicated by the Appraisal tool for Cross-Sectional Studies (AXIS). Ten observational studies were deemed eligible. The pooled effect size was 0.9 (95% CI: 0.7-1.0; 95% PI: 0.4-1.4) with marked heterogeneity studies [Cochran's Q (df = 9) = 28.0, p = .0009; I-2 statistic = 67.4%]. Risk-of-bias appraisal showed that non-response bias was never addressed and the items associated with selection bias were only partially met. The association between cognitive reserve and cognitive performance suggests that building reserve through non-pharmacological interventions could be a potentially effective way of combating cognitive impairment in people with HIV.
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Research has suggested that individuals who play a musical instrument throughout adulthood have better preserved executive function. However, mixed results have been found for associations between musical activity and visuo-spatia...
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Research has suggested that individuals who play a musical instrument throughout adulthood have better preserved executive function. However, mixed results have been found for associations between musical activity and visuo-spatial abilities, and less is known about associations with fluid intelligence. We explored differences between musicians (N = 30) and non-musicians (N = 30) aged 60-93 years old across a range of neuropsychological measures of cognitive function. Musicians performed significantly better than non-musicians on all domains, which remained after adjusting for age, gender, educational history, languages spoken and physical activity. As a cross-sectional comparison, the results should not be overstated; however, they are consistent with findings suggesting learning a musical instrument throughout the life course may be associated with cognitive benefits. Identifying potential lifestyle factors that have cognitive benefits in later life, such as musical experience, is an important step in developing intervention strategies for cognitive aging.
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The present research has been conducted with the objectives of comparing the cognitive development of ICDS and non-ICDS children (3-6 years), to find out the mean age at which the cognitive abilities viz. verbal, identification, r...
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The present research has been conducted with the objectives of comparing the cognitive development of ICDS and non-ICDS children (3-6 years), to find out the mean age at which the cognitive abilities viz. verbal, identification, recognition, comparison /discrimination, achievement/performance, thinking, memory and perceptual abilities- auditory discrimination, olfactory, discrimination and taste discrimination develop and also to study the role of non-formal pre-school education in the cognitive development of children. 60 ICDS and 60 non-ICDS children were selected from Kathua district, J&K using purposive sampling technique. For data collection Cognitive Development Scale was used. Results of the study revealed that cognitive abilities are increasing with an increase in the age of children and there is a significant difference in the ICDS and non-ICDS children. The overall cognitive ability of children from 3 to 6 years has increased with age and these abilities were already developed to some extent between 3-3 1/2 years. Non-formal pre- school education component of ICDS has played a vital role in enhancing the cognitive abilities of children. As results are more inclined towards ICDS children.
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The objective of this study is to determine the level of mathematics abilities among mild autism children in Klang Valley, Malaysia. A total of ten autistic children aged 5 to 7 years old were selected as respondents. Purposive sa...
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The objective of this study is to determine the level of mathematics abilities among mild autism children in Klang Valley, Malaysia. A total of ten autistic children aged 5 to 7 years old were selected as respondents. Purposive sampling was used using McCarthy Scales of Children’sAbilities (MSCA) to measure the level of cognitive abilities of the children. This instrument consist of three scales; Verbal, Perceptual-Performance and Quantitative. Overall results shows the level of mathematics abilities of mild autism child is at moderate level. However, result also showthat there were a significant difference in Verbal, Perceptual Performance and Quantitative Scales.
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