How do socioeconomic attainment gaps in early mathematical ability arise?

Socioeconomic attainment gaps in mathematical ability are evident before children begin school, and widen over time. Little is known about why early attainment gaps emerge. Two cross-sectional correlational studies were conducted in 2018–2019 with socioeconomically diverse preschoolers, to explore four factors that might explain why attainment gaps arise: working memory, inhibitory control, verbal ability, and frequency of home mathematical activities (N = 304, 54% female; 84% White, 10% Asian, 1% black African, 1% Kurdish, 4% mixed ethnicity). Inhibitory control and verbal ability emerged as indirect factors in the relation between socioeconomic status and mathematical ability, but neither working memory nor home activities did. We discuss the implications this has for future research to understand, and work towards narrowing attainment gaps.     

Explicit Theory of Mind Is Even More Unified Than Previously Assumed: Belief Ascription and Understanding Aspectuality Emerge Together in Development

Existing evidence suggests that children, when they first pass standard theory‐of‐mind tasks, still fail to understand the essential aspectuality of beliefs and other propositional attitudes: such attitudes refer to objects only under specific aspects. Oedipus, for example, believes Yocaste (his mother) is beautiful, but this does not imply that he believes his mother is beautiful. In three experiments, 3‐ to 6‐year‐olds' (N = 119) understanding of aspectuality was tested with a novel, radically simplified task. In contrast to all previous findings, this task was as difficult as and highly correlated with a standard false belief task. This suggests that a conceptual capacity more unified than previously assumed emerges around ages 4–5, a full‐fledged metarepresentational scheme of propositional attitudes.     

Equality of opportunity for work experience? Computing students at two UK universities “play the game”

A recent UK Government commissioned study found concerning levels of unemployment among computing students from disadvantaged, black and minority ethnic backgrounds. The study highlighted that work experience was a factor in increased levels of graduate employment. As such, it is vital that students have equal access to such work experience. This study considers the availability of work experience to 140 computing students at two city centre UK universities. Data analysis considered socioeconomic background and ethnicity to determine if these influenced attitudes to work experience. While students’ socioeconomic backgrounds and ethnicity had little influence on their interest in work experience, patterns of success in gaining work experience reflected worrying graduate (un)employment patterns, with those from disadvantaged, black or minority ethnic backgrounds less able to secure work experience. These findings have serious implications for university and government policies promoting work experience and highlight the need for national interventions.     

Value differentiation in adolescence: the role of age and cultural complexity

Living in complex social worlds, individuals encounter discordant values across life contexts, potentially resulting in different importance of values across contexts. Value differentiation is defined here as the degree to which values receive different importance depending on the context in which they are considered. Early and mid-adolescents (N = 3,497; M = 11.45 years, SD = 0.87 and M = 16.10 years, SD = 0.84, respectively) from 4 cultural groups (majority and former Soviet Union immigrants in Israel and Germany) rated their values in 3 contexts (family, school, and country). Value differentiation varied across individuals. Early adolescents showed lower value differentiation than mid-adolescents. Immigrant (especially first generation) adolescents, showed higher value differentiation than majority adolescents, reflecting the complex social reality they face while negotiating cultures.     

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化彩三台命名/刘奕珩入南校门即见主教楼,为\"山水化育\"北京化工大学新校区核心景观第一景.取传统建筑中轴线法,借南低北高地势,将主教楼与图书馆、燕山山脉依势展开.取传统园林建筑\"框景\"法,做中空镜框状,远收燕、屏两山,近看图书馆红楼云岭之台.又建主教楼于雄基高台之上,春夏秋三季修葺花台.远眺重景,登高移步,中轴远近...