The recent replication paper of the famous “marshmallow test” got me wondering: what’s more important for educational attainment: teaching character traits, or reducing poverty?https://www.vox.com/science-and-health/2018/6/6/17413000/marshmallow-test-replication-mischel-psychology …
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A really interesting project to look out for in this space is from Greg Duncan at UCI. He's running an experiment on whether giving money directly to mothers aids the cognitive development of their childrenhttps://news.uci.edu/2017/11/21/uci-wins-federal-grant-to-explore-link-between-family-income-early-brain-development/ …
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behind all of this, too, is the fact that even intensive preschool programs tend to show a fadeout effect over the years. There are bigger forces keeping kids apart. Anyway, here's the piece. I hope you find it helpfulhttps://www.vox.com/science-and-health/2018/6/6/17413000/marshmallow-test-replication-mischel-psychology …
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Great questions. I worry a lot that "non-cognitive" character traits can be used as a scapegoat to shift the focus towards the child and away from the family and societal context. 1/2
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Is it possible that *even* as we focus on the notion that traits can change, we still imply that there's something wrong with a kid who doesn't succeed? 2/2
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You might be interested in this: Yes, There Are Problems With The Marshmallow Test, But I Wouldn’t Throw It Outhttp://larryferlazzo.edublogs.org/2018/06/02/yes-there-are-problems-with-the-marshmallow-test-but-i-wouldnt-throw-it-out/ …
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Eliminate poverty. This is not complicated.
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