Interpersonal coordination is a key factor in team performance. In interactive team sports, the limited predictability of a constantly changing context makes coordination challenging. Approaches that highlight the support provided by environmental information and theories of shared mental models provide potential explanations of how interpersonal coordination can nonetheless be established. In this article, we first outline the main assumptions of these approaches and consider criticisms that have been raised with regard to each. The aim of this article is to define (...) a theoretical perspective that integrates the coordination mechanisms of the two approaches. In doing so, we borrow from a theoretical outline of group action. According to this outline, group action based on a priori shared mental models is an example of how interpersonal coordination is established from the top down. Interpersonal coordination in reaction to the perception of affordances represents the bottom-up component of group action. Both components are inextricably involved in the coordination of interactive sports teams. We further elaborate on the theoretical outline to integrate a third, constructivist approach. Integrating this third approach helps to explain interpersonal coordination in game situations for which no shared mental models are established and game situations that remain ambiguous in terms of perceived affordances. The article describes how hierarchical, sequential and complex dimensions of action organization are important aspects of this constructivist perspective and how mental models may be involved. A basketball example is used to illustrate how top-down, bottom-up and constructivist processes may be simultaneously involved in enabling interpersonal coordination. Finally, we present the implications for research and practice. (shrink)

French journalist Claire Parnet's famous dialogues with Gilles Deleuze offer an intimate portrait of the philosopher's life and thought. Conversational in tone, their engaging discussions delve deeply into Deleuze's philosophical background and development, the major concepts that shaped his work, and the essence of some of his famous relationships, especially his long collaboration with the philosopher Félix Guattari. Deleuze reconsiders Spinoza, empiricism, and the stoics alongside literature, psychoanalysis, and politics. He returns to the notions of minor literature, deterritorialization, the (...) critical and clinical, and begins a nascent study of cinema. New to this edition is Deleuze's essay "Pericles and Verdi," which reflects on politics and historical materialism in the work of the influential French philosopher François Châtelet. An enduring record of Deleuze's unique personality and profound contributions to culture and philosophy, _Dialogues II_ is a highly personable account of the evolution of one of the greatest critics and theorists of the twentieth century. (shrink)

Social justice is put forth as a core professional nursing value, although conceptualizations within foundational documents and among nurse educators remain inconsistent and contradictory. The purpose of this study was to explore how faculty teach social justice in theory courses in Baccalaureate programs. This qualitative study utilized constructivist grounded theory methods to examine processes informing participants' teaching. Participants utilize four overarching approaches: fostering engaging classroom climates, utilizing various naming strategies, framing diversity and culture as social justice, and role modeling a (...) critical stance. They deploy specific strategies, varying largely by race, educational background, and nursing specialty. A background in social sciences supports pedagogy that interrogates health inequities rather than merely raising awareness about disparities. Findings also reveal that faculty of color navigate institutional structures predicated upon colorblind racism and problematic views of culture, which many white faculty teaching non‐Community Health Nursing courses described doing. To enact social justice and be answerable to our communities, concerted anti‐oppression efforts are needed across education, research, practice, and policy. This includes sustained commitment to address colonialism and whiteness in every institution that defines, promotes, and claims to advance nursing so that we can fulfill our responsibility to address unjust systems and structures to serve our communities. (shrink)

Indeterminate Bodies organizes a number of theoretical and empirical studies around the concept and actuality of indeterminacy, as it relates to body and society. Located within the struggle to apprehend different categories of ‘body’ in the volatile flows of late-capital, indeterminacy is considered through such multiple incarnations as economy, contingency, inheritance, question, force, uncertainty, materiality and affective resistance to determination. While indeterminacy is often positioned as the ‘trouble’ or friction in subject/object knowledge-formation (framed as ontological or empirical challenge), it also (...) engenders affects such that some subjects are both in and out of recognition. Questions of indeterminacy overlap with work on imperceptibility, giving rise to interlocked questions about the modes of representation, categorization, inclusion, exclusion and sensibility in the production of bodies. We address the hesitancies, difficulties and necessities of working with and through indeterminacy in order open up new descriptions, visions and modes of political work. (shrink)

This article summarizes a research on the psycho-phenomenology of intuition, which is an attempt to provide a thorough description of the subjective experience of intuition. In the first part, the main stages of the method used are described : how to have access to the pre-thought-out aspects of the intuitive experience, how to clarify them, how to analyse and compare the descriptions obtained. A generic structure emerged from this work of description and analysis, made up of an established succession of (...) very precise interior gestures. The most significant aspects of this structure are presented in the second part. (shrink)

Executive functions (EFs) and impulsivity are dimensions of self-regulation that are both related to psychopathology. However, self-report measures of impulsivity and laboratory EF tasks typically display small correlations, and existing research indicates that impulsivity and EFs may tap separate aspects of self-regulation that independently statistically predict psychopathology in adulthood. However, relationships between EFs, impulsivity, and psychopathology may be different in childhood compared to adulthood. Here, we examine whether these patterns hold in the baseline assessment of the Adolescent Brain and Cognitive (...) Development (ABCD) sample, a national sample of over 11,000 children (including 749 twin pairs) ages 9–10 years. We examine the phenotypic and genetic relationships among latent variables for different components of EFs and multiple facets of impulsivity. Additionally, we assess how EFs and impulsivity relate to composite measures and latent variables of psychopathology derived from parent report. EFs were weakly correlated with impulsivity, and the strength varied by impulsivity facet, emphasizing their separability. We did not identify significant genetic and environmental correlations between EFs and impulsivity. Moreover, controlling for their small relationships with each other, both EFs and some facets of impulsivity statistically predicted an Externalizing factor, attention problems, and social problems, and twin analyses suggested these relationships were genetic in origin. These findings indicate that EFs and impulsivity represent phenotypically and genetically separable aspects of self-regulation that are both transdiagnostic correlates of psychopathology in childhood. (shrink)

The use of case-based reasoning in teaching professional ethics has come of age. The fields of medicine, engineering, and business all have incorporated ethics case studies into leading textbooks and journal articles, as well as undergraduate and graduate professional ethics courses. The most recent guidelines from the National Institutes of Health recognize case studies and face-to-face discussion as best practices to be included in training programs for the Responsible Conduct of Research. While there is a general consensus that case studies (...) play a central role in the teaching of professional ethics, there is still much to be learned regarding how professionals learn ethics using case-based reasoning. Cases take many forms, and there are a variety of ways to write them and use them in teaching. This paper reports the results of a study designed to investigate one of the issues in teaching case-based ethics: the role of one’s professional knowledge in learning methods of moral reasoning. Using a novel assessment instrument, we compared case studies written and analyzed by three groups of students whom we classified as: Experts in a research domain in bioengineering. Novices in a research domain in bioengineering. The non-research group—students using an engineering domain in which they were interested but had no in-depth knowledge. This study demonstrates that a student’s level of understanding of a professional knowledge domain plays a significant role in learning moral reasoning skills. (shrink)

For different reasons, Husserl's original, thought-provoking ideas on the philosophy of logic and mathematics have been ignored, misunderstood, even despised, by analytic philosophers and phenomenologists alike, who have been content to barricade themselves behind walls of ideological prejudices. Yet, for several decades, Husserl was almost continuously in close professional and personal contact with those who created, reshaped and revolutionized 20th century philosophy of mathematics, logic, science and language in both the analytic and phenomenological schools, people whom those other makers of (...) 20th century philosophy, Russell, Frege, Wittgenstein and their followers, rarely, if ever, met. Independently of them, Husserl offered alternatives to the well-trodden paths of logicism, nominalism, formalism and intuitionism. He presented a well-articulated, thoroughly argued case for logic as an objective science, but was not philosophically naive to the point of not seeing the role of subjectivity in shaping the sense of the reality facing objective science. Given the preeminent role that philosophy of logic and philosophy of mathematics have played in transforming the way philosophy has been done since Husserl's time, and given the depth of his insights and his obvious expertise in those fields, his ideas need to be integrated into present-day, mainstream philosophy. Here, philosopher Claire Ortiz Hill and mathematician-philosopher Jairo da Silva offer a wealth of interesting insights intended to subvert the many mistaken idees recues about the development of Husserl's thought and reestablish broken ties between it and philosophy now. (shrink)

The proposed national PrEP program would serve people who are uninsured as well as those enrolled in Medicaid. In this article, the authors propose a set of recommendations for the proposed program’s implementers as well as state Medicaid agencies and Medicaid managed care organizations to ensure PrEP access for people enrolled in Medicaid, addressing gaps without undermining the important role of the Medicaid program in covering and promoting PrEP.

A playful, personal, and profound interview with Gilles Deleuze, covering topics from “Animal” to “Zigzag.” Although Gilles Deleuze never wanted a film to be made about him, he agreed to Claire Parnet's proposal to film a series of conversations in which each letter of the alphabet would evoke a word: From A to Z. These DVDs, elegantly transtlated and subtitled in English, make these conversations available for English-speaking audiences? for the first time. In dialogue with Parnet, the philosopher exhibited (...) the modest and thrilling transparency that his seminal works reveal. The sessions were taped when Deleuze was already terminally ill; he and Parnet agreed that the film would not be shown publicly until after his death. The awareness of mortality floats through the dialogues, making them not just intellectually stimulating but also emotionally engaging. Because Parnet knew Deleuze so well, she was able to draw him out—as no one else had—to what might be the 1001st plateau: a place of brilliance, rigor, and charm. In “A as in Animal,” for example, Deleuze vents his hatred of pets: “A bark,” he declares, “really seems to me the stupidest cry.” Instead, he praises the tick: “... in a nature teeming with life, [the tick] extracts three things”: light, smell, and touch. This, he claims, in a sense is philosophy. “And that is your life's dream?” Parnet wryly asks. “That's what constitutes a world,” he replies. For Deleuze, doing philosophy meant not just creating concepts but living a life in philosophy. Gilles Deleuze from A to Z presents the mind of a great philosopher at work. (shrink)

Gordon Barrett (GB): Research Associate, Centre for the History of Science, Technology and Medicine, University of Manchester, UK (special issue co-editor).

In french and english speaking countries, the articulation between epistemological beliefs, conceptions of teaching and learning and pedagogical practices of secondary school teachers in the natural sciences and humanities has been little studied (Araújo-Oliveira, 2012 ; Bartos et Lederman, 2014 ; Wanlin et al., 2019). Yet, while teachers display predominantly constructivist beliefs about teaching and learning, their teaching practices remain rather passive (OECD, 2019). Like in Therriault et al. (2018-2023), this article explores the characteristics of epistemological beliefs, conceptions of teaching (...) and learning, and teaching practices among a population of 112 secondary school teachers (beginners, intermediate and experienced) in the humanities and natural sciences in French-speaking Belgium. In a second step, we explore the articulations between these three theoretical constructs either from statistical analyses or from a more interpretative perspective. Quantitative analysis of the data (PCA, factorial ANOVA, correlations and Chi-square) show that teachers’ epistemological beliefs are rather refined, that there is an effect of professional seniority on these beliefs and that there is a link between refined epistemological beliefs and traditional conceptions of teaching and learning. Finally, teachers’ self-reported practices appear to be insensitive to the discipline being taught. (shrink)

Drawing on interviews and observational work with practicing U.K. plant scientists, this article uses Michel Callon's work as a tool to explore the issue of collaboration between academic science and business, in particular, calls by the Biotechnology and Biological Sciences Research Council for a return to “public good” plant science. In an article titled “Is Science a Public Good?” Callon contributed to the debate about the commercialization of science by suggesting that commercialization and the public good need not be incompatible. (...) Moving away from arguments that center on the effects of business involvement in science, he suggested that analysts use another model, centered on “diversity.” This model allows us to ask what society might want from science, what public good science might look like, and how public good science can be ensured while also recognizing that science cannot be easily separated from the market. (shrink)

Nous nous proposons d’effectuer une lecture psychanalytique des transformations sociales et familiales contemporaines et de leurs effets sur la manière dont est pensée l’enfance aujourd’hui. Nous avons choisi de présenter deux figures de l’enfance, sous-tendues par différents discours organisateurs du lien social et familial contemporain. Il s’agira de la figure de l’enfant raisonnable, figure notamment portée par la Convention internationale des droits de l’enfant ( CIDE ) et de celle de l’enfant déchaîné, que l’on retrouve dans le modèle de l’enfant (...) hyperactif des neurosciences comportementales développé dans les classifications internationales (comme le DSM IV). (shrink)

System-level change is crucial for solving society's most pressing problems. However, individual-level interventions may be useful for creating behavioral change before system-level change is in place and for increasing necessary public support for system-level solutions. Participating in individual-level solutions may increase support for system-level solutions – especially if the individual-level solutions are internalized as part of one's social identity.

In lieu of an abstract, here is a brief excerpt of the content:Moments of Beating Addiction and Inscription in Virginia Woolf’s “A Sketch of the Past”Barbara Claire Freeman (bio)My title, which alludes to the collection of autobiographical essays authored by Virginia Woolf and entitled Moments of Being, implies that being and beating are co-constitutive and that exploring their interdependence may shed light upon the logic that binds the one to the other. In particular, I want to examine the ways (...) in which Woolf’s “A Sketch of the Past”—it is the longest essay in the collection and presumably incomplete, since Woolf wrote the last entry shortly before killing herself in 1941—sets up a complex relationship between beating, writing, and compulsion. For the text in which the phrase “moment of being” first occurs also reveals that the activity of writing, to which Woolf was addicted, has the symbolic valence of beating and functions at the level of language in the same ways that beating functions on the body. I will begin to unpack this perhaps obscure equation by focusing upon the relationship between being and beating in the experiences that define Woolf’s “moments of being.” 1In the opening pages of “A Sketch,” Woolf describes the routine, eminently forgettable aspects of daily life as “a kind of nondescript cotton wool”; the phrase is her “private shorthand” for the general and diffuse “moments of non-being” that predominate in daily life and in which, by contrast, “moments of being” are “embedded” [70]. “Every day,” Woolf notes, “includes much more non-being than being”; and although “the real novelist can somehow convey both sorts of being” [70], Woolf believes that “behind the cotton wool is hidden a pattern” [72] and that her vocation as a writer is to discover and communicate it.Though occasionally “moments of being” produce the experience of rapture or ecstasy, an aspect of beating I will presently explore, most frequently they name moments that entail negation and self-shattering. “Moments of being” are moments of extreme violence that “remain interesting” [78] not because they lead to self-transcendence or discovery, but because they provoke a sense of utter helplessness and paralysis. With one exception, Woolf’s “moments” involve memories of being beaten up by life: “a sudden violent shock” occurs “when something happened so violently that I have remembered it all my life” [71]. Woolf’s submission to her brother Thoby’s beating remains in her memory as inaugural:The first: I was fighting with Thoby on the lawn. We were pommelling each other with our fists. Just as I raised my fist to hit him, I felt: why hurt another person? I dropped my hand instantly, and stood there, and let him beat me. I remember the feeling. It was a feeling of hopeless sadness. It was as if I became aware of [End Page 65] something terrible; and of my own powerlessness. I slunk off alone, feeling horribly depressed.[71]The shock of a beating occasions Woolf’s knowledge that rupture may function as a form of revelation; its reception initiates a drive to repeat in words the impact and imprint of the blows she has received. Being beaten not only provides her with a paradigm of being, but institutes a reciprocal and necessary relationship between beating and writing in which the one elicits and engenders the other. 2Another “moment” recounts the experience of being “dragged down, hopelessly, into some pit of absolute despair from which I could not escape” upon hearing about the suicide of a family friend, a certain Mr. Valpy:I overheard my father or mother say that Mr. Valpy had killed himself. The next thing I remember is being in the garden at night and walking on the path by the apple tree. It seemed to me that the apple tree was connected with the horror of Mr. Valpy’s suicide. I could not pass it. I stood there looking at the grey-green creases of the bark—it was a moonlit night—in a trance of horror.... My body seemed paralysed.[71]As Woolf’s body received her brother’s blows, her consciousness receives the shock of overhearing news of a suicide. The memory of Mr... (shrink)

The implicit activities of the living body in sports (such as heart rate, involuntary gestures, stress, reflex, emotional regulation and interaction expressions) emerge in the consciousness of the lived body without our voluntary control. We demonstrate physiological emersion, and how, including in dramaturgical perception, physiological flows and processes collide with the image of a whole body. In this paper, we introduce corporeal non-property as the missing (?) link between phenomenology and neuroscience, renewed by research on the cerebral unconscious and the (...) perception of their lived body. Rather than mindfulness, physical activity obliges the subject to learn the unconscious and his motor skills from his living body: a new psychoanalysis of sport is thus established by studying what emerges from the activity of the living body up to the level of the conscious description of motor action. In this paper, we explain why that awareness occurs, and why it matters for the understanding of unconscious activity of the athlete’s living body. This is potentially interesting, although it needs, as a theory, to overcome the obvious reliance of the body on unconscious or habitual/automated physiological processes. But the incorporation of body techniques forms a habitus. (shrink)

The use of charged-particle radiation therapy is an increasingly important development in the treatment of cancer. One of the most pressing controversies about the use of this technology is whether randomised controlled trials are required before this form of treatment can be considered to be the treatment of choice for a wide range of indications. Equipoise is the key ethical concept in determining which research studies are justified. However, there is a good deal of disagreement about how this concept is (...) best understood and applied in the specific case of CPRT. This report is a position statement on these controversies that arises out of a workshop held at Wolfson College, Oxford in August 2011. The workshop brought together international leaders in the relevant fields , including proponents on both sides of the debate, in order to make significant progress on the ethical issues associated with CPRT research. This position statement provides an ethical platform for future research and should enable further work to be done in developing international coordinated programmes of research. (shrink)

_In the lead essay ‘What Would a Philosophy of Inheritance Look Like?,’ J. Reid Miller proposes __a broader, interdisciplinary lens to adequately comprehend how material and non-material attributes are transferred through inter-generational processes. His co-symposiasts Claire Katz, Fernando Zapata, and Didier __Zúñiga agree __that __current frames of analyses that narrow inheritance either to __biological, economic, or cultural transfer __be broadened. __Building upon Reid Miller’s proposal, Katz urges that wounds of national traumas be addressed, should the wounds not be transferred (...) to the next generation; Zapata follows Reid Miller in understanding inheritance through processes in which belongingness is bestowed, while __Zúñiga underscores that histories of domination and oppression be studied to comprehend how injustices and inequalities continue to be reproduced. In his reply, Reid Miller reiterates that multiple ways of belonging be envisioned and implemented that are able to narrate inheritances from different perspectives._. (shrink)

_How constructions of time shape political beliefs about what is possible—and what is inevitable_ To secure power in a crisis, leaders must sell deep change as a means to future good. But how could we know the future? Nomi Claire Lazar draws on stories across a range of cultures and contexts, ancient and modern, to show how leaders use constructions of time to frame events. These frames carry an implicit promise to secure or subvert an expected future, shaping belief (...) in what is possible—and what is inevitable. “Ranging imaginatively across history and geography, this elegant book probes temporal sources of order and transformation. Its analytical wisdom discloses how calendars and representations of time shape political legitimacy, dispositions, and action.”—Ira I. Katznelson, author of _Fear Itself: The New Deal and the Origins of Our Time_ “Great political leaders, for good or ill, seek to shape our daily lives by playing with time itself. That is the central insight of this elegant, erudite volume, one that means I will henceforth listen to speeches and manifestos with new ears and new tools to rebut them.”—Anne-Marie Slaughter, President and CEO, New America “Nomi Lazar gives us a fascinating exploration of the political construction of time itself, as structured by calendars, dating systems, and other mechanisms used for legitimation, revolution, and a myriad of other political purposes. A memorable and endlessly interesting book.”—Adrian Vermeule, Harvard Law School. (shrink)

During the publication process of above mentioned article the Notes to Figures 1, 2, 3, and 4 were erroneously deleted from the figure legends. The correct versions are given below.

Much of our knowledge about the nineteenth-century natural history boom resides with the collectors themselves and their collections. We know much less about the conduct of the global trade that made collecting possible. That such a trade occurred in the face of significant obstacles of distance, variable prices, inadequate information, and diverse agents makes our knowledge deficit the more significant. William John Macleay, based in Sydney, built his significant natural history collection by trading locally as well as across the globe. (...) Our study of Macleay measures his complete set of trading transactions at a time of rapid expansion of his collection. It analyses how he chose between different forms of exchange and agreed fair value in order to complete long-distance specimen trading. (shrink)

This anthology of articles provides contemporary international feminist perspectives on issues of identity, agency, and difference as they pertain to both feminist politics in particular, and contemporary western politics more generally.

Feminist scholars have long been concerned with privileged women’s activism and engagement with feminist politics and how acts of resistance from privileged subjects might best be understood. In the current moment, we are seeing a reinvigoration of interest in feminist activism particularly from young women, but not necessarily focusing on young women who are positioned as privileged. Simultaneously, there is attention in the sociology of elite schooling to the question of social justice politics in privileged spaces. In this article, we (...) contribute to both of these scholarly conversations by reporting on the feminist activism of three young women attending an elite school in Australia. We argue that these young women’s activism/feminist politics need to be understood as a complex entanglement of resistance and reproduction with regard to gender, race and class, and that drawing on recent theorisations influenced by post-humanism in feminist educational research produces fresh insights into researching gender/race/class reproduction by young women in elite educational settings. (shrink)

Résumé Comme poète et comme romancière, Ingeborg Bachmann a tenté de confronter le langage à ses limites à la suite de Ludwig Wittgenstein. Sa lecture permet à Gargani de réfléchir philosophiquement au langage et à la connaissance et ainsi de découvrir l’utopie d’un « nouveau langage ».

Ce livre cherche à mettre en évidence les liens qui existent entre l’émergence de l’État moderne et le statut de la mère entre 1603 et 1675. L’association entre la mère nourricière et la nation anglaise, célébrée dans Richard II de Shakespeare comme « cette nourrice, cette matrice féconde en princes royaux » perdure et s’infléchit au xviie siècle. À partir de minutieuses analyses textuelles, développées dans cinq chapitres et présentées dans une foisonnante introduction, Rachel Trubowitz mont...

Morally supererogatory acts are those that go above and beyond the call of duty. More specifically: they are acts that, on any individual occasion, are good to do and also both permissible to do and permissible to refrain from doing. We challenge the way in which discussions of supererogation typically consider our choices and actions in isolation. Instead we consider sequences of supererogatory acts and omissions and show that some such sequences are themselves problematic. This gives rise to the following (...) puzzle: what problem can we have with a sequences of actions if each individual act or omission is itself permissible? In this paper, we develop a response to this question, by exploring whether solutions analogous to those proposed in the rational choice literature are available in the case of supererogatory sequences. Our investigation leads us to the view that making sense of the supererogatory requires accepting that there are global moral norms that apply to sequences of acts alongside the local moral norms that apply to individual acts. (shrink)

International economic law is peculiar. It claims universal character, yet eschews engagement with many, if not all, the racialised features of the global political economy. Its scholars mostly ignore imperialism, colonialism, and capitalism; they exclude slavery, predation, and racism altogether. In the following article, we draw upon Walter Rodney’s dialectics of development to offer a racial capitalist critique of international economic law. The disciplinary boundaries and operative logic normalised by its denizens corral us in a white, Eurocentric episteme. Ahistoricism, decontextualisation, (...) and externalisation are three epistemic devices at the forefront of the exclusionary discourse of IEL. In this space, the histories and epistemologies of Black peoples are ghettoised, treated as alien to the framework. After identifying this bias, we use the Black Radical Tradition to evaluate IEL’s amenability to the racial capitalism critique. (shrink)

By examining the shared neuro-cognitive correlates of curiosity and creativity, we better understand the brain basis of creativity. However, by only examining shared components, important neuro-cognitive correlates are overlooked. Here, we argue that any comprehensive brain model of creativity should consider multiple cognitive processes and, alongside the interplay between brain networks, also the neurochemistry and neural oscillations that underly creativity.

Early mathematical abilities matter for later formal arithmetical performances, school and professional success. Accordingly, it seems central to accurately assess numerical school readiness at school entrance. This is a prerequisite for identifying school-starters who are at risk to encounter difficulties in mathematics and stimulate their acquisition of mathematical fundamentals as soon as possible. In the present study, we present a new test which allows professionals working with children (e.g., teachers, school psychologists, speech therapists, school doctors) to assess children’s numerical school (...) readiness when they enter formal schooling in a simple, rapid and efficient manner. 346 children were assessed at the entrance of 1st grade (6-to-7-year-olds) with the novel numerical school readiness test (T1). In addition, children’s numerical skill levels were evaluated with classical arithmetical tests at T1 and a year later in 2nd grade (T2, 7-to-8-year-olds). Performance in these classical tests in 1st and 2nd grade systematically related to their early mathematical abilities assessed with the numerical school readiness test. By using the present test to evaluate numerical school readiness it is possible to identify pupils at risk for developing poor mathematical skills right from the start of formal schooling. Such a tool is needed, as a child’s scholastic level in mathematic at school entrance (or school readiness) is known to be critical for his or her future school and professional carrier (Currie & Thomas, 1999; Duncan et al., 2007; Pagani, Fitzpatrick, Archambault, & Janosz, 2010; Rivera-Batiz, 1992; Romano, Babchishin, Pagani, & Kohen, 2010). (shrink)