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Looks useful. Perhaps email her and kindly ask for the data for further analysis.
Looks useful. Perhaps email her and kindly ask for the data for further analysis.
Does anyone have access to:
"Differential outcomes in high-stakes eleven plus testing: the role of gender, geography, and assessment design in Trinidad and Tobago."
I would like to see if regional % ancestry is associated with score differences in T & T.
Thanks.
"Differential outcomes in high-stakes eleven plus testing: the role of gender, geography, and assessment design in Trinidad and Tobago."
Can anyone find a copy of this?
http://www.tandfonline.com/doi/abs/10.1080/0013188880300201#.VDFdo_ldVVU
(Apparently, there's even a data file floating around:
http://courses.ttu.edu/isqs5349-westfall/images/5349/multilevel_data_file_ilea567.htm)
http://www.tandfonline.com/doi/abs/10.1080/0013188880300201#.VDFdo_ldVVU
(Apparently, there's even a data file floating around:
http://courses.ttu.edu/isqs5349-westfall/images/5349/multilevel_data_file_ilea567.htm)
My uni. only has access to that journal from '97 and onwards. The author is apparently dead, so we can't ask her. http://www.justgiving.com/remember/64572/Florisse-Kysel
Look promising tho.
Look promising tho.
File has PDF and all supplementary materials.
Can anyone find a copy of this?
http://www.tandfonline.com/doi/abs/10.1080/0013188880300201#.VDFdo_ldVVU
(Apparently, there's even a data file floating around:
http://courses.ttu.edu/isqs5349-westfall/images/5349/multilevel_data_file_ilea567.htm)
Could someone grab this for me, please? http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=6706948 Thanks in advance.
I thought Chuck has already uploaded that pdf in one of his blog. pdf link. See also.
It is also on the memorial site. http://arthurjensen.net/?page_id=9
Here.
Does anyone have the following?
THE COGNITIVE COMPETENCES OF IMMIGRANT AND NATIVE STUDENTS ACROSS THE WORLD: AN ANALYSIS OF GAPS, POSSIBLE CAUSES AND IMPACT.
http://www.ncbi.nlm.nih.gov/pubmed/25376963
THE COGNITIVE COMPETENCES OF IMMIGRANT AND NATIVE STUDENTS ACROSS THE WORLD: AN ANALYSIS OF GAPS, POSSIBLE CAUSES AND IMPACT.
http://www.ncbi.nlm.nih.gov/pubmed/25376963
Can anyone find a copy of this?
How much theanine in a cup of tea?Effects of tea type and method of preparation
http://www.sciencedirect.com/science/article/pii/S0308814610011416
How much theanine in a cup of tea?Effects of tea type and method of preparation
http://www.sciencedirect.com/science/article/pii/S0308814610011416
Done.
Can anyone find the following?
Ethnic and Racial Studies
Volume 37, Issue 1, 2014: Special Issue: The first and second generations compared: generational change in Britain
--Defining difference: the role of immigrant generation and race in American and British immigration studies
--Explaining intergenerational variations in English language acquisition and ethnic language attrition
--Is there assimilation in minority groups' national, ethnic and religious identity?
--Ethno-religious minorities and labour market integration: generational advancement or decline?
Ethnic and Racial Studies
Volume 37, Issue 1, 2014: Special Issue: The first and second generations compared: generational change in Britain
--Defining difference: the role of immigrant generation and race in American and British immigration studies
--Explaining intergenerational variations in English language acquisition and ethnic language attrition
--Is there assimilation in minority groups' national, ethnic and religious identity?
--Ethno-religious minorities and labour market integration: generational advancement or decline?
Here you go.
Here you go.
One of the papers employed the recent Children of European Immigrants Study which has a verbal measure of cognitive skills and detailed region of origin and demographic data for England, Germany, the Netherlands, and Sweden.
I stumbled upon this:
http://www.ncbi.nlm.nih.gov/pubmed/25036715
Perkins, D. N., Farady, M., & Bushey, B. (1991). Everyday reasoning and the roots of intelligence. In D.N. Perkins, M. Farady, & B. Bushey (Eds.), Informal reasoning and education. (pp. 83-105). Hillsdale, NJ: Erlbaum.
Can't find the book above or the chapter itself.
People tend to search for evidence that will confirm their existing beliefs while also ignoring or downplaying disconfirming evidence. This confirmation bias (Nickerson, 1998) is widespread among both laypeople and scientists (Ioannidis, 2012). It is extremely difficult to avoid confirmation bias in everyday reasoning; for example, courses in “critical thinking” temporarily suppress confirmation bias, but do not eliminate it (Lilienfeld, Ammirati, & Landfield, 2009). Even research communities of highly intelligent and well-meaning individuals can fall prey to confirmation bias, as IQ is positively correlated with the number of reasons people find to support their own side in an argument, and is uncorrelated with the (much lower) number of reasons people find to support the opposing argument (Perkins, Farady & Bushey, 1991).
http://www.ncbi.nlm.nih.gov/pubmed/25036715
Perkins, D. N., Farady, M., & Bushey, B. (1991). Everyday reasoning and the roots of intelligence. In D.N. Perkins, M. Farady, & B. Bushey (Eds.), Informal reasoning and education. (pp. 83-105). Hillsdale, NJ: Erlbaum.
Can't find the book above or the chapter itself.
Can someone get this? http://www.sciencedirect.com/science/article/pii/S0160289614001676
Can anyone find the full text for this?
http://pss.sagepub.com/content/25/6/1169.short
http://pss.sagepub.com/content/25/6/1169.short
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