Development of inhibitory processes during the first years of primary schooling.

2021 ◽  
Author(s):  
Yesica Aydmune ◽  
Isabel Introzzi ◽  
Santiago Vernucci ◽  
Eliana Zamora
Keyword(s):  
Primary Schooling ◽  
Inhibitory Processes

Inhibitory Processes During Possible and Impossible Retrieval

2007 ◽  
Author(s):  
Benjamin C. Storm ◽  
John F. Nestojko ◽  
Robert A. Bjork
Keyword(s):  
Inhibitory Processes

INHIBITORY PROCESSES MEDIATE SACCADIC TARGET SELECTION

2007 ◽  
Vol 105 (7) ◽  
pp. 939
Author(s):  
MICHAEL D. NELSON
Keyword(s):  
Target Selection ◽  
Inhibitory Processes ◽  
Saccadic Target

Women’s Education May Be Even Better Than We Thought: Estimating the Gains from Education When Schooling Ain’t Learning

2020 ◽  
Author(s):  
Michelle Kaffenberger ◽  
Lant Pritchett
Keyword(s):  
Child Mortality ◽  
Women's Education ◽  
Basic Education ◽  
Women's Empowerment ◽  
Women’S Empowerment ◽  
Life Outcomes ◽  
Primary Schooling ◽  
The Impact ◽  
Financial Practices ◽  
Attenuation Bias

Women’s schooling has long been regarded as one of the best investments in development. Using two different cross-nationally comparable data sets which both contain measures of schooling, assessments of literacy, and life outcomes for more than 50 countries, we show the association of women’s education (defined as schooling and the acquisition of literacy) with four life outcomes (fertility, child mortality, empowerment, and financial practices) is much larger than the standard estimates of the gains from schooling alone. First, estimates of the association of outcomes with schooling alone cannot distinguish between the association of outcomes with schooling that actually produces increased learning and schooling that does not. Second, typical estimates do not address attenuation bias from measurement error. Using the new data on literacy to partially address these deficiencies, we find that the associations of women’s basic education (completing primary schooling and attaining literacy) with child mortality, fertility, women’s empowerment and the associations of men’s and women’s basic education with positive financial practices are three to five times larger than standard estimates. For instance, our country aggregated OLS estimate of the association of women’s empowerment with primary schooling versus no schooling is 0.15 of a standard deviation of the index, but the estimated association for women with primary schooling and literacy, using IV to correct for attenuation bias, is 0.68, 4.6 times bigger. Our findings raise two conceptual points. First, if the causal pathway through which schooling affects life outcomes is, even partially, through learning then estimates of the impact of schooling will underestimate the impact of education. Second, decisions about how to invest to improve life outcomes necessarily depend on estimates of the relative impacts and relative costs of schooling (e.g., grade completion) versus learning (e.g., literacy) on life outcomes. Our results do share the limitation of all previous observational results that the associations cannot be given causal interpretation and much more work will be needed to be able to make reliable claims about causal pathways.

Inhibitory processes in memory are impaired in schizophrenia: Evidence from retrieval induced forgetting

2009 ◽  
Vol 100 (4) ◽  
pp. 661-673 ◽  
Author(s):  
Maria F. Soriano ◽  
Juan F. Jiménez ◽  
Patricia Román ◽  
M. Teresa Bajo
Keyword(s):  
Inhibitory Processes ◽  
Induced Forgetting

Associative Inhibition: An Encoding Task Measuring Associative Interference (Proactive Type) during Learning

1974 ◽  
Vol 38 (3) ◽  
pp. 863-866 ◽  
Author(s):  
Harold J. Margolis
Keyword(s):  
School District ◽  
Children And Adolescents ◽  
Paired Associate ◽  
Proactive Inhibition ◽  
Psychological Services ◽  
Associative Interference ◽  
Inhibitory Processes ◽  
Special Cases ◽  
Paper And Pencil ◽  
Midwestern City

Two forms of a novel paper-and-pencil encoding task were developed to measure proactive inhibition during learning when given to children and adolescents. The 2 forms of the encoding task were administered individually to 63 students referred for psychological services throughout a school district from a midwestern city. Results indicated that proactive inhibitory processes were present throughout learning and suggested that this encoding task could substitute, in special cases, for the classical verbal presentation of paired-associate materials that typically require individual administration.

scholarly journals Education and Energy Intensity: Simple Economic Modelling and Preliminary Empirical Results

2018 ◽  
Vol 10 (8) ◽  
pp. 2625 ◽  
Author(s):  
Tiago Sequeira ◽  
Marcelo Santos
Keyword(s):  
Gross Domestic Product ◽  
Economic Model ◽  
Energy Use ◽  
Energy Intensity ◽  
The Other ◽  
Economic Modelling ◽  
Empirical Application ◽  
Primary Schooling ◽  
Simple Economic

The ratio of energy use to Gross Domestic Product (defined as energy intensity) is a major determinant of environmental hazard and an indicator of eco-efficiency. This paper explains why education can have an effect in reducing the energy intensity thus affecting eco-efficiency. We devise a stylized economic model with simple and widely accepted assumptions that highlights the role of education in decreasing energy intensity worldwide. In an empirical application that is robust to the features of the data, we show that primary schooling contributes to a decrease in energy intensity which has a very significant effect, even accounting for the other well-known determinants of energy intensity. Additionally, when schooling is taken into account, income is no longer a negative determinant of energy intensity.

Making Memories Unavailable

2007 ◽  
Vol 215 (1) ◽  
pp. 4-11 ◽  
Author(s):  
Karl-Heinz Bäuml
Keyword(s):  
Memory Representation ◽  
Prior Work ◽  
Experimental Paradigm ◽  
Memory Tests ◽  
Inhibitory Processes ◽  
The Past ◽  
Wide Range ◽  
Extended Range ◽  
Subsequent Recall ◽  
Retrieval Blocking

Abstract. Research from the past decades has shown that cuing and retrieval are not always beneficial for episodic memory and can also be detrimental. Prior work assumed that these detrimental effects are caused by retrieval blocking, in which cuing and retrieval strengthen material and the repeated involuntary sampling of the strengthened material hinders subsequent recall of nonstrengthened targets. Using a new experimental paradigm and an extended range of memory tests, recent research indicates that the detrimental effects of retrieval and cuing occur across a wide range of memory tests and are likely to be the result of inhibitory processes. These inhibitory processes impair the nonretrieved and noncue items' memory representation and make these items unavailable in memory. The recent results and the new theory are reviewed and discussed.

The Effectiveness of Catholic Primary Schooling

2003 ◽  
Vol XXXVIII (4) ◽  
pp. 928-941 ◽  
Author(s):  
Christopher Jepsen
Keyword(s):  
Primary Schooling
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