Ulric Neisser (Chair) Gwyneth Boodoo Thomas J. Bouchard, Jr. A. Wade Boykin Nathan Brody Stephen J. Ceci Diane E Halpern John C. Loehlin Robert Perloff Robert J. Sternberg Susana Urbina Emory University Educational Testing Service, Princeton, New Jersey University of Minnesota, Minneapolis Howard University Wesleyan University Cornell University California State University, San Bernardino University of Texas, Austin University of Pittsburgh Yale University University of North Florida

/pdf/intelligence-knowns-and-unknowns-10r4cnx354.pdf

Intelligence: Knowns and unknowns.

Did evolution endow the human brain with a predisposition to represent and acquire knowledge about numbers? Although the parietal lobe has been suggested as a potential substrate for a domain-specific representation of quantities, it is also engaged in verbal, spatial, and attentional functions that may contribute to calculation. To clarify the organisation of number-related processes in the parietal lobe, we examine the three-dimensional intersection of fMRI activations during various numerical tasks, and also review the corresponding neuropsychological evidence. On this basis, we propose a tentative tripartite organisation. The horizontal segment of the intraparietal sulcus (HIPS) appears as a plausible candidate for domain specificity: It is systematically activated whenever numbers are manipulated, independently of number notation, and with increasing activation as the task puts greater emphasis on quantity processing. Depending on task demands, we speculate that this core quantity system, analogous t...

/pdf/three-parietal-circuits-for-number-processing-1dezrbir59.pdf

Three parietal circuits for number processing

A meta-analysis was undertaken, including 21 studies, to determine the impact of parental involvement on the academic achievement of minority children. Statistical analyses were undertaken to determine the overall effects of parental involvement obtained for each study as well as specific components of parental involvement. Four different measures of academic achievement were used. The possible differing effects of parental involvement by gender and socioeconomic status were also considered. The results indicate that the impact of parental involvement overall is significant for all the minority groups under study. For all groups, parental involvement, as a whole, affected all the academic variables under study by at least two tenths of a standard deviation unit. However, among some of the races, certain aspects of parental involvement had a greater impact than did others. The significance of these results is discussed.

A Meta-Analysis: The Effects of Parental Involvement on Minority Children's Academic Achievement.

How educators and researchers define and study school effectiveness continues to be shaped by two divided camps. The policy mechanics attempt to identify particular school inputs, including discrete teaching practices, that raise student achievement. They seek universal remedies that can be manipulated by central agencies and assume that the same instructional materials and pedagogical practices hold constant meaning in the eyes of teachers and children across diverse cultural settings. In contrast, the classroom culturalists focus on the implicitly modeled norms exercised in the classroom and how children are socialized to accept particular rules of participation and authority, linguistic norms, orientations toward achievement, and conceptions of merit and status. It is the culturally constructed meanings attached to instructional tools and pedagogy that sustain this socialization process, not the material character of school inputs per se. This article reviews how these two paths of school-effects resea...

Raising School Effects While Ignoring Culture? Local Conditions and the Influence of Classroom Tools, Rules, and Pedagogy

Where immigrant students succeed: A comparative review of performance and engagement in PISA 2003

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The learning gap.