Jurnal STAI Al-Hamidiyah
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Access to Legal Information and Refugee Empowerment: Experimental Evidence from Greece
No full textCan legal empowerment support forcibly displaced people facing high levels of violence and limited incentives to report? We study engagement with legal information and its downstream impact using a randomized encouragement design with 1,707 refugees and asylum seekers in Greece. At baseline, nearly half of participants were unaware of where to seek help after experiencing violence. We randomly encouraged access to either generic legal information via a website, personalized legal information delivered through WhatsApp, or a control condition. Take-up was higher for generic than personalized information. Relative to the control group, personalized information significantly improved knowledge of exploitation and confidence in responding to violence three months later, whereas effects of generic information were smaller and statistically insignificant. We find no detectable effects on more distant outcomes, including mental health
and integration. Online trace data suggests that personalized conversations provide tailored guidance and referrals, highlighting a trade-off between scalability and effectiveness
Motor imagery perspective and brain oscillations characteristics: Differences between right- and left-handers (Study 2, experiment 2)
No full textStudies Retrieved from Search Phases 0-IV
No full textThe spreadsheet in this section identifies the sources used in the meta-analysis, the sources related to the data used in the meta-analysis, and the sources that were deemed not usable on the Phase IV close reading. Reports used in previous analyses and presentations (see presentation folder for the analyses) can be identified from a "Y" in the reviewed before column
Non-verbal cognition as a predictor of linguistic outcomes in children with and without developmental language disorder
No full textDevelopmental language disorder (DLD) is a persistent language disorder where children have difficulty understanding, learning, and using spoken language (Bishop, Snowling, Thompson, Greenhalgh et al., 2017). Whilst linguistic difficulties in children with DLD have been widely researched, the relationship between cognitive and linguistic processes are not as well-defined.
This study follows on from a previous research project which investigated the relationship between cognition and language in children aged 7-10 years, with and without DLD. Our findings suggested that a combination of cognitive abilities are important for linguistic outcomes, namely non-verbal intelligence, working memory, and the speed of automatization.
In this new study, we aim to build upon our previous findings as well as explore new factors such as analogical reasoning, language aptitude (grammatical sensitivity), and executive functioning (the role of inhibition). The rationale for investigating these predictors are as follows:
Analogical reasoning is important for language learning, especially with regards to learning vocabulary and grammar. Previous research suggests that children with DLD may have impaired analogical reasoning (Krzemien et al., 2017; Leroy et al., 2012, 2014). An important part of this process is being able to focus on similarities and also disregard irrelevant information. In addition, Krzemien et al. (2017) highlight that children with DLD have difficulty with aspects of executive function, such as inhibition, and that this potentially influences analogical reasoning performance. Therefore, we explore the role of inhibition in relation to analogical reasoning.
(Foreign) language aptitude is thought to be irrelevant to first language acquisition because it it is widely assumed that first language acquisition develops implicitly (see DeKeyser et al., 2010). However, there is evidence suggesting that it does matter and this makes sense, theoretically, in a usage-based framework of language acquisition. It also makes sense theoretically in the declarative-procedural framework: according to Ullman (2004, 2020), children with DLD compensate for problems with procedural learning by relying more on declarative memory – so by extension, aptitude may be relevant as well. In our study, we explore grammatical sensitivity.
Lastly, our previous study investigated implicit statistical learning using a forced-choice embedded triplets paradigm, yet participants (both with and without DLD), performed largely at chance. According to previous literature, children with DLD have difficulty with implicit statistical learning (Lammertink et al., 2017; Lum et al., 2014; Obeid et al., 2016). However, recent research highlights many issues with measuring implicit statistical learning, especially in children (see Arnon, 2019, 2020; Isbilen & Christiansen, 2022; Oliveira et al., 2022). In this study, we implement a new task to measure implicit statistical learning
Which Flavor of 9,10-Bis(phenylethynyl)anthracene is Best for Perovskite-Sensitized Triplet-Triplet Annihilation?
No full textFamily, activities and gender socialization : predictors of school achievement for children from the ELFE cohort at age 7
No full textStudies have shown that the sex of a pupil is associated with school achievement in some subjects: boys tend to perform better in numeracy whereas girls tend to do better in literacy (OECD, 2018 ; 2020 ; Schleicher, 2019).
In mathematics, recent research has shown that the gap emerges between 4 and 7 years of age (Cimpian et al., 2016) and more likely at 6 years (Fischer & Thierry, 2021). At this age, children have integrated elements of gender socialization (Kohlberg, 1966 ; Bem, 1981), which they express in their choice of activities (Goble et al., 2012), toys (Blakemore & Centers, 2005 ; Fulcher & Hayes, 2018), the rejection of other gender characteristics (Blakemore & Hill, 2008) and even in the expression of their romantic feelings (Diter, 2020).
Gendered socialization might have an effect on school performance in various ways: children’s attitudes toward mathematics and literacy are not the same depending on how they incorporate norms relative to their gender (Darmon, 2016 ; Octobre, 2010), gender stereotypes and stereotype threat influence performance (Updegraff et al. 1996 ; Tomasetto et al., 2011) and even teacher’s perception of how a child is supposed to perform is biased by the child’s gender, and thus impact their grades (Robinson-Cimpian et al., 2014).
Family is of paramount importance in the child gendered socialization by being vectors of values and beliefs’ transmission (Bandura & Bussey, 1999 ; Bem, 1981). For instance, studies have shown that children’s gendered cognition is influenced by their parents’ gender schemas (Tenenbaum & Leaper, 2002 ; Stutfin et al., 2007).
Here, we aim to investigate how the gendered family organization and the child’s gendered activities could influence school achievement using data school at age 4 and 7 (respectively pre-school and first grade)
Data-optimized v. Non-optimized deliberate practice study
No full textThis is a classroom study investigating whether a data-optimized computer math tutor improves learning outcomes compared to a non-data-optimized version of the same math tutor
