The present research tested the hypothesis that self-reactive influences exert differential impact on motivation as a function of the level and direction of discrepancy between a comparative standard and attainments. Subjects pursued a challenging standard in a strenuous activity and received preselected feedback that their effort fell either markedly, moderately, or minimally short of the stan...

BACKGROUND Earlier studies of young people with Down's syndrome have investigated a relatively limited range of variables which may influence their academic attainment. The relative strength of such influences and how they may vary during the school career, has also been under-researched. AIMS The aim of the paper is to identify the contemporary and antecedent predictors of the level of acade...

Methods: Forty-four children treated for neonatal cardiorespiratory distress (mean age, 11.66, SD 1.63) and 64 age-matched controls (mean age, 10.94, SD 2.07) were examined on standardized measures of intelligence, memory, academic attainments, and semantic knowledge to characterize their cognitive profiles, and to determine the incidence of selective memory problems. Hippocampal volumes (mm) w...

Robert Haveman is John Bascom Professor of Economics and Public Affairs at the University of Wisconsin-Madison and former director of the La Follette Institute of Public Affairs. On leave for the academic year 1996-97 at the Netherlands Institute of Advanced Study, Professor Haveman was engaged in research on issues of human capital utilization and the determinants of children's attainments. Th...

While at school children are exposed to various types of noise including external, environmental noise and noise generated within the classroom. Previous research has shown that noise has detrimental effects upon children's performance at school, including reduced memory, motivation, and reading ability. In England and Wales, children's academic performance is assessed using standardized tests ...

Introduction. This study analyses learning standards and regulatory documents, which are regarded as a basis for providing quality educational activities in primary schools. Subjected to analysis different levels of pedagogical reflected competence characteristics, determined by the state normative documents The results conducted lead rightful conclusion about definite contradictions understand...