Study: Test-score gains don’t mean cognitive gains
The Washington Post: In a finding that should give pause to backers of standardized test-based school reform, a new study by neuroscientists at three major universities shows that students who achieved the highest gains on standardized tests did
Even Gifted Students Can’t Keep Up
The New York Times: In a post-smokestack age, there is only one way for the United States to avoid a declining standard of living, and that is through innovation. Advancements in science and engineering have
Even When Test Scores Go Up, Some Cognitive Abilities Don’t
Schools whose students have the highest gains on standardized test scores do not produce similar gains in tests that measure abstract and logical thinking, a data analysis shows.
Kids’ Reading Success Boosted by Long-Term Individualized Instruction
Students who consistently receive individualized reading instruction from first through third grade become better readers than those who don’t, researchers find.
The Psychology Department
President’s Note: In my first column for the Observer, I wrote briefly about the great value that psychology departments have in institutions of higher education in the areas of teaching, research, and service. In this
A Long-Term Approach to Studying Antisocial Behavior
Some people respond to life’s pressures by engaging in criminal behavior; others don’t. Psychological scientists are trying to figure out why criminals are different, but much of the existing research that connects personal characteristics to