scholarly journals Impact of Private Secondary Schooling on Cognitive Skills: Evidence from India

10.1596/25018 ◽  
2016 ◽  
Author(s):  
Mehtabul Azam ◽  
Geeta Kingdon ◽  
Kin Bing Wu
Keyword(s):  
Cognitive Skills ◽  
Secondary Schooling

Impact of private secondary schooling on cognitive skills: evidence from India†

2015 ◽  
Vol 24 (5) ◽  
pp. 465-480 ◽  
Author(s):  
Mehtabul Azam ◽  
Geeta Kingdon ◽  
Kin Bing Wu
Keyword(s):  
Cognitive Skills ◽  
Secondary Schooling

scholarly journals Socioeconomic Inequality in Children’s Achievement from Infancy to Adolescence: The Case of Germany

Social Forces ◽  
2020 ◽  
Author(s):  
Jan Skopek ◽  
Giampiero Passaretta
Keyword(s):  
Cognitive Skills ◽  
Parental Education ◽  
Socioeconomic Inequality ◽  
Panel Study ◽  
Achievement Gaps ◽  
Western World ◽  
Secondary Schooling ◽  
Family Socioeconomic Status ◽  
Children's Achievement ◽  
School Careers

Abstract When in children’s lives do gaps by family socioeconomic status (SES) in cognitive skills emerge, how large are they before children enter school, and how do they develop over schooling? We study the evolution of achievement gaps by parental education from birth to adolescence in Germany. We exploit data from fifty-seven tests taken from the age of seven months to sixteen years by the National Educational Panel Study. Because Germany has one of the most stratified education systems in the Western World, we hypothesized that achievement gaps will grow particularly during tracked secondary schooling. However, our findings show that SES gaps emerge and expand long before children enter school and then remain stable throughout their school careers. Because gaps stop growing, we tentatively conclude that schooling decreases inequality in learning by family SES.

After Dismissal: Examining the Language, Literacy, and Cognitive Skills of Children With Remediated Speech Sound Disorders

2015 ◽  
Vol 16 (2) ◽  
pp. 50-59 ◽  
Author(s):  
Kelly Farquharson
Keyword(s):  
Public Schools ◽  
Speech Production ◽  
Cognitive Skills ◽  
Speech Sound ◽  
Typically Developing ◽  
Speech Sound Disorders ◽  
Academic Difficulties ◽  
The Public ◽  
Age Appropriate ◽  
Language Literacy

Speech sound disorders are a complex and often persistent disorder in young children. For many children, therapy results in successful remediation of the errored productions as well as age-appropriate literacy and academic progress. However, for some children, while they may attain age-appropriate speech production skills, they later have academic difficulties. For SLPs in the public schools, these children present as challenging in terms of both continuing treatment as well as in terms of caseload management. What happens after dismissal? Have these children truly acquired adequate speech production skills? Do they have lingering language, literacy, and cognitive deficits? The purpose of this article is to describe the language, literacy, and cognitive features of a small group of children with remediated speech sound disorders compared to their typically developing peers.

Re-conceptualizing Machiavellianism and Social-Cognitive Skills

2020 ◽  
pp. 1-8
Author(s):  
William Hart ◽  
Christopher J. Breeden ◽  
Charlotte Kinrade
Keyword(s):  
Cognitive Skills ◽  
Person Perception ◽  
Social Cognitive ◽  
Cognitive Skill ◽  
Prediction Skill ◽  
Current Evidence ◽  
College Sample ◽  
Social Prediction

Abstract. Machiavellianism is presumed to encompass advanced social-cognitive skill, but research has generally suggested that Machiavellian individuals are rather deficient in social-cognitive skill. However, previous research on the matter has been limited to measures of (a) Machiavellianism that are unidimensional and saturated with both antagonism and disinhibition and measures (b) only one type of social-cognitive skill. Using a large college sample ( N = 461), we examined how various dimensions of Machiavellianism relate to two types of social-cognitive skill: person-perception skill and general social prediction skill. Consistent with some prior theorizing, the planful dimension of Machiavellianism was positively related to both person-perception and general social prediction skills; antagonistic dimensions of Machiavellianism were negatively related to both skills; either agentic or cynical dimensions of Machiavellianism were generally unrelated to both skills. Overall, the current evidence suggests a complicated relationship between Machiavellianism and social-cognitive skill because Machiavellianism encompasses features that blend deficiency, proficiency, and average levels of social-cognitive skills.

Sign in / Sign up

Export Citation Format

Share Document