Children's heavy computer use doesn't lower test scores

Physics Today ◽  
2010 ◽  
Keyword(s):  
Test Scores ◽  
Computer Use ◽  
Lower Test

scholarly journals Olfactory function in migraine both during and between attacks

Cephalalgia ◽  
2014 ◽  
Vol 34 (12) ◽  
pp. 977-985 ◽  
Author(s):  
Michael J Marmura ◽  
Teshamae S Monteith ◽  
Waseem Anjum ◽  
Richard L Doty ◽  
Sarah E Hegarty ◽  
...  
Keyword(s):  
Test Scores ◽  
Study Groups ◽  
Episodic Migraine ◽  
Olfactory Function ◽  
University Of Pennsylvania ◽  
Olfactory Test ◽  
Olfactory Acuity ◽  
Lower Test ◽  
And Control ◽  
Control Study

Introduction People with migraine often report being osmophobic, both during and between acute migraine attacks. It is not clear, however, whether such reports are associated with changes in olfaction such as hyperosmia, as measured by psychophysical testing. In this case-control study we quantitatively assessed olfactory identification ability, which correlates with threshold tests of olfactory acuity, in patients with migraine at baseline (no headache), during migraine episodes, and after a treated attack and compared the test scores to those of matched control subjects. Methods Fifty episodic migraine subjects and 50 and sex- and age-matched controls without headache were tested. All completed the University of Pennsylvania Smell Identification Test (UPSIT), a standardized and well-validated olfactory test. Results At baseline, the UPSIT scores did not differ significantly between the migraine and control study groups (median paired score difference: −1, p = 0.18). During migraine attacks, a minority of migraine subjects (eight of 42) developed microsmia (i.e. lower test scores by at least four points), suggesting that, as compared to their matched controls, olfactory acuity was somewhat impaired during migraine attacks ( p = 0.02). This difference was less pronounced and not statistically significant after a successfully treated attack ( p = 0.15). Discussion People with episodic migraine were found to have similar olfactory function as age- and sex-matched controls, but a minority exhibit microsmia or hyposmia during acute attacks. The cause of this dysfunction is unknown, but could relate to autonomic symptoms, limbic system activation, or disorders of higher order sensory processing.

On the Risk of Certain Psychotechnological Response Options in Multiple-Choice Tests

2010 ◽  
Vol 26 (4) ◽  
pp. 302-308 ◽  
Author(s):  
Klaus D. Kubinger ◽  
Christine Wolfsbauer
Keyword(s):  
Test Scores ◽  
Multivariate Analyses ◽  
Multiple Choice ◽  
Response Options ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Different Types ◽  
Moderate Effect ◽  
Multiple Choice Items ◽  
Lower Test

Test authors may think about adding the response options “I don’t know the solution” and “none of the other options is correct” in order to reduce a high guessing probability for multiple-choice items. However, in this paper it was expected that different types of personality would use these response options differently, as a consequence of which they would do more or less guessing and, therefore, achieve higher or lower test scores, on average. An experiment was performed based on randomizing participants into two groups, one of them being warned that it is better to admit being unable to solve the item, and the participants were classified according to their personality scores into high-, medium-, and low-scoring. Multivariate analyses of variance (195 pupils between 14 and 19 years) disclosed that only Openness to Experience showed any (moderate) effect, and even this only for a single subtest (Cattell’s culture fair test).

scholarly journals Teenage Motherhood and Sibling Outcomes

2017 ◽  
Vol 107 (5) ◽  
pp. 633-637 ◽  
Author(s):  
Jennifer A. Heissel
Keyword(s):  
Teen Pregnancy ◽  
Test Scores ◽  
Justice System ◽  
Juvenile Justice System ◽  
High School Dropout ◽  
School Dropout ◽  
Teen Mothers ◽  
Teenage Motherhood ◽  
Lower Test ◽  
Poor Outcomes

Using annual longitudinal data, I show that all children in families with teen childbearing are on a downward trajectory several years before pregnancy begins. Compared to students on similar trajectories from families without teenage childbearing, siblings of teen mothers have lower test scores, higher high school dropout, and higher juvenile justice system exposure following the birth. The change in test score outcomes occurs after the baby is born, indicating that the child's arrival affects performance, rather than some unobserved occurrence leading to both teen pregnancy and poor outcomes. The test scores for teen mothers drop in the year of pregnancy.

scholarly journals The Determinants and Consequences of School Choice Errors in Kenya

2012 ◽  
Vol 102 (3) ◽  
pp. 283-288 ◽  
Author(s):  
Adrienne M Lucas ◽  
Isaac M Mbiti
Keyword(s):  
School Choice ◽  
Secondary School ◽  
Test Scores ◽  
Test Score ◽  
Demographic Characteristics ◽  
Information Asymmetries ◽  
Disadvantaged Groups ◽  
Entire Country ◽  
Lower Test ◽  
National Test

School choice systems designed to help disadvantaged groups might be hindered by information asymmetries. Kenyan elite secondary schools admit students from the entire country based on a national test score, district quotas, and stated school choices. We find even the highest ability students make school choice errors. Girls, students with lower test scores, and students from public and low quality schools are more likely to make such errors. Net of observable demographic characteristics, these errors are associated with a decrease in the probability that a student is admitted to an elite secondary school, relegating them to schools of lower quality.

scholarly journals Do Boys and Girls Use Computers Differently, and Does It Contribute to Why Boys do Worse in School Than Girls?

2016 ◽  
Vol 16 (1) ◽  
pp. 59-96 ◽  
Author(s):  
Robert W. Fairlie
Keyword(s):  
Gender Gap ◽  
Educational Outcomes ◽  
Test Scores ◽  
Computer Use ◽  
Personal Computers ◽  
Large Field ◽  
Negative Effects ◽  
Achievement Data ◽  
Writing Test ◽  
Using Data

Abstract Boys are doing worse in school than are girls, which has been dubbed “the Boy Crisis.” An analysis of the latest data on educational outcomes among boys and girls reveals extensive disparities in grades, reading and writing test scores, and other measurable educational outcomes, and these disparities exist across family resources and race. Focusing on disadvantaged schoolchildren, I then examine whether time investments made by boys and girls related to computer use contribute to the gender gap in academic achievement. Data from several sources indicate that boys are less likely to use computers for schoolwork and are more likely to use computers for playing games, but are less likely to use computers for social networking and email than are girls. Using data from a large field experiment randomly providing free personal computers to schoolchildren for home use, I also test whether these differential patterns of computer use displace homework time and ultimately translate into worse educational outcomes among boys. No evidence is found indicating that personal computers crowd out homework time and effort for disadvantaged boys relative to girls. Home computers also do not have negative effects on educational outcomes such as grades, test scores, courses completed, and tardies for disadvantaged boys relative to girls.

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