ABSTRACTThe eyes are extremely important for communication. The muscles around the eyes express emotional states and the size of the pupil signals whether a person is aroused and alert or bored and fatigued. Pupil size is an overlooked social signal, yet is readily picked up by observers. Observers mirror their own pupil sizes in response, which can influence social impressions. In a landmark study by Hess [1975. The role of pupil size in communication. (...) Scientific American, 233, 110–119] it was shown that individuals with large pupils are perceived more positively than individuals with small pupils. In that behavioral study, participants were asked to draw pupils in line drawings of faces with empty irises and they drew large pupils in the happy face, and small ones in the angry face. The current study tested 579 participants and extended this work by showing that this association between large pupils and a positive impression develops over age and is absent in... (shrink)

ABSTRACTThe eyes reveal important social messages, such as emotions and whether a person is aroused and interested or bored and fatigued. A growing body of research has also shown that individuals with large pupils are generally evaluated positively by observers, while those with small pupils are perceived negatively. Here, we examined whether observed pupil size influences approach-avoidance tendencies. Participants performed an Approach-Avoidance Task using faces with large and small pupil sizes. Results showed that pupil size (...) influences the accuracy of arm movements. Specifically, individuals were less prone to approach a face with small pupils than a face with large pupils. Conversely, participants were less prone to avoid a face with large pupils than a face with small pupils. Collectively, these findings suggest that perceivers attend to a facial cue – pupil size – when interacting with others. (shrink)

Sensitivity to others’ emotional signals is an important factor for social interaction. While many studies of emotional reactivity focus on facial emotional expressions, signals such as pupil dilation which can indicate arousal, may also affect observers. For example, observers’ pupils dilate when viewing someone with dilated pupils, so-called pupillary contagion. Yet it is unclear how pupil size and emotional expression interact as signals. Further, examining individual differences in emotional reactivity to others can shed light on its mechanisms (...) and potential outcomes. In the current study, adults’ (N = 453) pupil size was assessed while they viewed images of the eye region of individuals varying in emotional expression (neutral, happy, sad, fearful, angry) and pupil size (large, medium, small). Participants showed pupillary contagion regardless of the emotional expression. Individual differences in demographics (gender, age, socioeconomic status) and psychosocial factors (anxiety, depression, sleep problems) were also examined, yet the only factor related to pupillary contagion was socioeconomic status, with higher socioeconomic status predicting less pupillary contagion for emotionally-neutral stimuli. The results suggest that while pupillary contagion is a robust phenomenon, it can vary meaningfully across individuals. (shrink)

It is often assumed that the reaction time of a saccade toward visual and/or auditory stimuli reflects the sensitivities of our oculomotor-orienting system to stimulus saliency. Endogenous factors, as well as stimulus-related factors, would also affect the saccadic reaction time. However, it was not clear how these factors interact and to what extent visual and auditory-targeting saccades are accounted for by common mechanisms. The present study examined the effect of, and the interaction between, stimulus saliency and audiovisual spatial congruency on (...) the SRT for visual- and for auditory-target conditions. We also analyzed pre-target pupil size to examine the relationship between saccade preparation and pupil size. Pupil size is considered to reflect arousal states coupling with locus-coeruleus activity during a cognitive task. The main findings were that the pattern of the examined effects on the SRT varied between visual- and auditory-auditory target conditions, the effect of stimulus saliency was significant for the visual-target condition, but not significant for the auditory-target condition, Pupil velocity, not absolute pupil size, was sensitive to task set, and there was a significant correlation between the pre-saccade absolute pupil size and the SRTs for the visual-target condition but not for the auditory-target condition. The discrepancy between target modalities for the effect of pupil velocity and between the absolute pupil size and pupil velocity for the correlation with SRT may imply that the pupil effect for the visual-target condition was caused by a modality-specific link between pupil size modulation and the SC rather than by the LC-NE system. These results support the idea that different threshold mechanisms in the SC may be involved in the initiation of saccades toward visual and auditory targets. (shrink)

Many studies have reported neural correlates of visual awareness across several brain regions, including the sensory, parietal, and frontal areas. In most of these studies, participants were instructed to explicitly report their perceptual experience through a button press or verbal report. It is conceivable, however, that explicit reporting itself may trigger specific neural responses that can confound the direct examination of the neural correlates of visual awareness. This suggests the need to assess visual awareness without explicit reporting. One way to (...) achieve this is to develop a technique to predict the visual awareness of participants based on their peripheral responses. Here, we used eye movements and pupil sizes to decode trial-by-trial changes in the awareness of a stimulus whose visibility was deteriorated due to adaptation-induced blindness. In the experiment, participants judged whether they perceived a target stimulus and rated the confidence they had in their perceptual judgment, while their eye movements and pupil sizes were recorded. We found that not only perceptual decision but also perceptual confidence can be separately decoded from the eye movement and pupil size. We discuss the potential of this technique with regard to assessing visual awareness in future neuroimaging experiments. (shrink)

Pupillary responses and associated vergence eye movements were monitored during imagery of objects of differing sizes (“large” or “small”) from varying distances (“near” or “far”). Objects’ imagined size and distance affected oculomotor behavior. Objects visualized as “far” resulted in the larger pupil dilations and smaller visual angle, while small objects imagined “near” were associated with smaller pupils in contrast to relatively larger pupils when imagined as “far” away. Furthermore, near objects resulted in larger visual angle, and particularly, vergence (...) adjustments were observed that were dependent on imagined size and distance of the small objects. The findings are consistent with the idea that imagery emulates perception, also at the embodied level of oculomotor behaviors. (shrink)

Changes in pupil size can reflect social interest or affect, and tend to get mimicked by observers during eye contact. Pupil mimicry has recently been observed in young infants, whereas it is unkno...

Grammatical categories represent implicit knowledge, and it is not known if such abstract linguistic knowledge can be continuously grounded in real-life experiences, nor is it known what types of mental states can be simulated. A former study showed that attention bias in peripersonal space affects reaction times in grammatical congruency judgments of nominal classifiers, suggesting that simulated semantics may include reenactment of attention. In this study, we contrasted a Chinese nominal classifier used with nouns denoting pinch grip objects with a (...) classifier for nouns with big object referents in a pupil dilation experiment. Twenty Chinese native speakers read grammatical and ungrammatical classifier-noun combinations and made grammaticality judgment while their pupillary responses were measured. It was found that their pupils dilated significantly more to the pinch grip classifier than to the big object classifier, indicating attention simulation in PPS. Pupil dilations were also significantly larger with congruent trials on the whole than in incongruent trials, but crucially, congruency and classifier semantics were independent of each other. No such effects were found in controls. (shrink)

A self-report questionnaire about involvement in different types of bullying, what behaviours were regarded as bullying, and attitudes towards bullying, bullies and victims was completed by pupils in Year 7 (aged 11/12) through to Year 10 (aged 14/15) ( n = 170). Overall, direct verbal assault was the most commonly reported, and stealing the least frequently reported, type of bullying. For six specific types of bullying investigated, and for a composite measure of all types of bullying, significantly fewer Year 9 (...) pupils than pupils in the other three years reported that they had behaved in these ways in the previous week. No significant sex differences emerged on these measures. These findings suggest that general patterns in bullying activities as a function of age and sex obtained in previous studies do not always hold. Although most pupils indicated that they thought that six out of eight types of behaviour viewed as bullying by researchers should be regarded as bullying, a substantial minority did not. The present study also extended bullying research by examining associations between pupils' definitions and attitudes towards bullying and their reports of bullying others. For one specific type of bullying, 'Forcing people to do things that they don't want to do', significantly fewer pupils who reported that they had behaved in this way than who reported that they had not done so included it in their definition of bullying. A consistent pattern of significant negative correlations of moderate size between attitudes and self-reported involvement in specific types of bullying were obtained. The implications of these findings for those concerned with tackling bullying in schools were discussed. (shrink)

There is increasing interest in how the pupil dynamics of the eye reflect underlying cognitive processes and brain states. Problematic, however, is that pupil changes can be due to non-cognitive factors, for example luminance changes in the environment, accommodation and movement. In this paper we consider how by modeling the response of the pupil in real-world environments we can capture the non-cognitive related changes and remove these to extract a residual signal which is a better index of (...) cognition and performance. Specifically, we utilize sequence measures such as fixation position, duration, saccades, and blink-related information as inputs to a deep recurrent neural network (RNN) model for predicting subsequent pupil diameter. We build and evaluate the model for a task where subjects are watching educational videos and subsequently asked questions based on the content. Compared to commonly-used models for this task, the RNN had the lowest errors rates in predicting subsequent pupil dilation given sequence data. Most importantly was how the model output related to subjects' cognitive performance as assessed by a post-viewing test. Consistent with our hypothesis that the model captures non-cognitive pupil dynamics, we found (1) the model's root-mean square error was less for lower performing subjects than for those having better performance on the post-viewing test, (2) the residuals of the RNN (LSTM) model had the highest correlation with subject post-viewing test scores and (3) the residuals had the highest discriminability (assessed via area under the ROC curve, AUC) for classifying high and low test performers, compared to the true pupil size or the RNN model predictions. This suggests that deep learning sequence models may be good for separating components of pupil responses that are linked to luminance and accommodation from those that are linked to cognition and arousal. (shrink)

Despite current moves in the UK to limit class sizes for young children in school, there is still a disturbing lack of research evidence on the effect of class size differences on pupils' educational progress and experience. Past research has concentrated on the effects on outcomes such as pupils' school attainments in basic areas. Much less is known about classroom processes that might mediate any such effects, though such knowledge is more useful for practice and policy. Drawing on a (...) current programme of research at the Institute of Education, University of London, this paper identifies five processes likely to be connected to class size: within class grouping practices, the nature and quality of teaching, pupil attention in class, pupil adjustment to school and effects on teachers' morale, stress and enthusiasm. Relevent research is reviewed, and in line with this research the paper concentrates on the primary school years. (shrink)

BackgroundSchool based running programmes, such as The Daily Mile™, positively impact pupils’ physical health, however, there is limited evidence on psychological health. Additionally, current evidence is mostly limited to examining the acute impact. The present study examined the longer term impact of running programmes on pupil cognition, wellbeing, and fitness.MethodData from 6,908 school pupils, who were participating in a citizen science project, was examined. Class teachers provided information about participation in school based running programmes. Participants completed computer-based tasks of (...) inhibition, verbal and visual-spatial working memory, as well as the Children’s Feeling scale and Felt arousal scale to determine subjective wellbeing. A multistage 20-m shuttle run test was used to estimate fitness.ResultsFrom our total sample of 6,908 school pupils, 474 participants had been taking part in a running programme for 3 months); and 5,430 did not take part in a running programme. The Longer Term participation group had higher fitness levels than both other groups and this remained significant when adjusted for age, sex and SES. Moderated regression analysis found that for the Shorter Term participation group, higher shuttle distance was associated with better visual-spatial working memory. Effect sizes were small though.ConclusionWe identified small and selective positive impact of participation in school based running programmes on fitness and cognition. While no long term benefit was identified for cognition or wellbeing, the impact on fitness and short term benefit suggest schools should consider participation. (shrink)

Despite current moves in the UK to limit class sizes for young children in school, there is still a disturbing lack of research evidence on the effect of class size differences on pupils' educational progress and experience. Past research has concentrated on the effects on outcomes such as pupils' school attainments in basic areas. Much less is known about classroom processes that might mediate any such effects, though such knowledge is more useful for practice and policy. Drawing on a (...) current programme of research at the Institute of Education, University of London, this paper identifies five processes likely to be connected to class size : within class grouping practices, the nature and quality of teaching, pupil attention in class, pupil adjustment to school and effects on teachers' morale, stress and enthusiasm. Relevent research is reviewed, and in line with this research the paper concentrates on the primary school years. (shrink)

This study examined three main issues among 364 primary school children: (1) self?reported levels of perceived safety in classroom and playground, and relationship with teacher, (2) associations between perceived safety in the two contexts and peer reported levels of being bullied, and (3) if relationship with teacher moderated the associations between peer reported levels of being bullied and perceived safety in classroom and playground. Data were collected in individual and small group interviews. Overall, while most participants reported positive relationships with (...) their class teacher, and felt safe in their classroom and in the playground, a substantial minority did not. The correlations between level of being bullied and perceived safety in classroom and playground were significant but of modest size. Relationship with teacher did moderate the correlation for perceived safety in the classroom, but did not do so for perceived safety in the playground. No significant age or sex differences were obtained. The theoretical and practical implications of these findings were discussed. (shrink)

Experiments in animal models have shown that running increases neuronal activity in early visual areas in light as well as in darkness. This suggests that visual processing is influenced by locomotion independent of visual input. Combining mobile electroencephalography, motion- and eye-tracking, we investigated the influence of overground free walking on cortical alpha activity and eye movements in healthy humans. Alpha activity has been considered a valuable marker of inhibition of sensory processing and shown to negatively correlate with neuronal firing rates. (...) We found that walking led to a decrease in alpha activity over occipital cortex compared to standing. This decrease was present during walking in darkness as well as during light. Importantly, eye movements could not explain the change in alpha activity. Nevertheless, we found that walking and eye related movements were linked. While the blink rate increased with increasing walking speed independent of light or darkness, saccade rate was only significantly linked to walking speed in the light. Pupil size, on the other hand, was larger during darkness than during light, but only showed a modulation by walking in darkness. Analyzing the effect of walking with respect to the stride cycle, we further found that blinks and saccades preferentially occurred during the double support phase of walking. Alpha power, as shown previously, was lower during the swing phase than during the double support phase. We however could exclude the possibility that the alpha modulation was introduced by a walking movement induced change in electrode impedance. Overall, our work indicates that the human visual system is influenced by the current locomotion state of the body. This influence affects eye movement pattern as well as neuronal activity in sensory areas and might form part of an implicit strategy to optimally extract sensory information during locomotion. (shrink)

Asking students to generate a prediction before presenting the correct answer is a popular instructional strategy. This study tested whether a person’s degree of confidence in a prediction is related to their curiosity and surprise regarding the answer. For a series of questions about numerical facts, participants (N = 29) generated predictions and rated their confidence in the prediction before seeing the correct answer. The increase in pupil size before viewing the correct answer was used as a physiological (...) marker of curiosity, and the increase in pupil size after viewing the correct answer was used as a physiological marker of surprise. The results revealed that the pupillometric marker of curiosity was most pronounced if students were slightly more confident in their prediction than usual, and it was lower for predictions made with either very high or very low confidence. Furthermore, the results showed that high-confidence prediction errors and low-confidence correct responses yielded a pupillary surprise response, suggesting that highly unexpected results evoke surprise, independent of the correctness of the prediction. Together, results suggest that confidence in a prediction plays an important role in the occurrence of epistemic emotions such as curiosity and surprise. (shrink)

In order to solve the problem of unsmooth and inefficient human-computer interaction process in the information age, a method for human-computer interaction intention prediction based on electroencephalograph signals and eye movement signals is proposed. This approach is different from previous methods where researchers predict using data from human-computer interaction and a single physiological signal. This method uses the eye movements and EEG signals that clearly characterized the interaction intention as the prediction basis. In addition, this approach is not only tested (...) with multiple human-computer interaction intentions, but also takes into account the operator in different cognitive states. The experimental results show that this method has some advantages over the methods proposed by other researchers. In Experiment 1, using the eye movement signal fixation point abscissa Position X, fixation point ordinate Position Y, and saccade amplitude to judge the interaction intention, the accuracy reached 92%, In experiment 2, only relying on the pupil diameter, pupil size and fixed time, fixed time of eye movement signals can not achieve higher accuracy of the operator’s cognitive state, so EEG signals are added. The cognitive state was identified separately by combining the screened EEG parameters Rα/β with the eye movement signal pupil diameter and fixation time, with an accuracy of 91.67%. The experimental combination of eye movement and EEG signal features can be used to predict the operator’s interaction intention and cognitive state. (shrink)

Spontaneous Infra-Slow Fluctuations of the human EEG were discovered 60 years ago when appropriate amplifiers for their recordings were designed. To avoid skin-related artifacts the recording of EEG-ISFs required puncturing the skin under the electrode. In the beginning of the 21st century the interest in EEG-ISFs was renewed with the appearance of commercially available DC-coupled amplified and by observation of ISFs of the blood oxygen level–dependent functional magnetic resonance imaging signal at a similar frequency. The independent components of irregular EEG-ISFs (...) were shown to correlate with BOLD signals which in turn were driven by changes in arousal level measured by galvanic skin response, pupil size and HRV. There is no consensus regarding the temporal organization of EEG-ISFs: some studies emphasize the absence of peaks on EEG-ISFs spectra, some studies report prominent oscillations with frequency around 0.1 or 0.02 Hz, while some emphasize multiple discrete infraslow oscillations. No studies used parameters of EEG-ISFs as neuromarkers to discriminate psychiatric patients from healthy controls. Finally, a set of working hypotheses is suggested that must be tested in future research to solve the enigma of EEG-ISFs. (shrink)

ABSTRACTEvaluative Conditioning is commonly defined as the change in liking of a stimulus due to its pairings with an affective unconditioned stimulus. In Experiment 1, we investigated effects of repeated stimulus pairings on affective responses, i.e. valence and arousal ratings, pupil size, and duration estimation. After repeatedly pairing the CSs with affective USs, a consistent pattern of affective responses emerged: The CSnegative was rated as being more negative and more arousing, resulted in larger pupils, and was temporally overestimated (...) compared to the CSneutral. In Experiment 2, the influence of a mere instruction about the contingency between a CS and US on affective responses was examined. After mere instruction about upcoming pairings between the CS and US, subjective ratings also changed, but there was neither evidence for differential pupillary responses nor for differential temporal processing. The results indicate that EC via pairings or instructions ca... (shrink)

The pupils of the eyes reflexively constrict in light and dilate in dark to optimize retinal illumination. Non-visual cognitive factors, like attention, arousal, decision-making, etc., also influence pupillary light response. During passive viewing, the eccentricity of a stimulus modulates the pupillary aperture size driven by spatially weighted corneal flux density, which is the product of luminance and the area of the stimulus. Whether the scope of attention also influences PLR remains unclear. In this study, we contrasted the pupil (...) dynamics between diffused and focused attentional conditions during decision-making, while the global CFD remained the same in the two conditions. A population of 20 healthy humans participated in a pair of forced choice tasks. They distributed attention to the peripheral decision cue in one task, and concentrated at the center in the other to select the target from four alternatives for gaze orientation. The location of this cue did not influence participants’ reaction time. However, the magnitude of constriction was significantly less in the task that warranted attention to be deployed at the center than on the periphery. We observed similar pupil dynamics when participants either elicited or canceled a saccadic eye movement, which ruled out pre-saccadic obligatory attentional orientation contributing to PLR. We further addressed how the location of attentional deployment might have influenced PLR. We simulated a biomechanical model of PLR with visual stimulation of different strengths as inputs corresponding to the two attentional conditions. In this homeomorphic model, the computational characteristic of each element was derived from the physiological and/or mechanical properties of the corresponding biological element. The simulation of this model successfully mimicked the observed data. In contrast to common belief that the global ambient luminosity drives pupillary response, the results of our study suggest that the effective CFD determined via the luminance multiplied by the size of the stimulus at the location of deployed attention in the visual space is critical for the magnitude of pupillary constriction. (shrink)

There are tensions within formal education between imparting knowledge and the development of skills for handling that knowledge. In the primary school sector, the latter can also be squeezed out of the curriculum by a focus on basic skills such as literacy and numeracy. What happens when an explicit attempt is made to develop young children's reasoning—both in terms of their apparent cognitive abilities and their basic skills? This paper reports an independent evaluation of an in-class intervention called ‘Philosophy for (...) Children’, after just over one year of schooling. The intervention aims to help children become more willing and able to question, reason, construct arguments and collaborate with others. A group of 48 volunteer schools were randomised to receive P4C or act as a control for one year. This paper reports the CAT results for all pupils in years 4 and 5 initially, and the Key Stage 2 attainment in English and Maths for those starting in year 5. There was no school dropout. Individual attrition from a total of 3,159 pupils was around 11 percent—roughly equal between groups. There were small positive ‘effect’ sizes in favour of the P4C group in progress in reading and maths, and even smaller perhaps negligible improvements in CAT scores and writing. The results for the most disadvantaged pupils were larger for attainment, but not for CATs. Observations and interviews suggest that the intervention was generally enjoyable and thought to be beneficial for pupil confidence. Our conclusion is that, for those wishing to improve attainment outcomes in the short term, an emphasis on developing reasoning is promising, especially for the poorest students, but perhaps not the most effective way forward. However, for those who value reasoning for its own sake, this evaluation demonstrates that using curriculum time in this way does not damage attainment, and so suggests that something like P4C is an appropriate educational approach. (shrink)

There are tensions within formal education between imparting knowledge and the development of skills for handling that knowledge. In the primary school sector, the latter can also be squeezed out of the curriculum by a focus on basic skills such as literacy and numeracy. What happens when an explicit attempt is made to develop young children's reasoning—both in terms of their apparent cognitive abilities and their basic skills? This paper reports an independent evaluation of an in-class intervention called ‘Philosophy for (...) Children’, after just over one year of schooling. The intervention aims to help children become more willing and able to question, reason, construct arguments and collaborate with others. A group of 48 volunteer schools were randomised to receive P4C or act as a control for one year. This paper reports the CAT results for all pupils in years 4 and 5 initially, and the Key Stage 2 attainment in English and Maths for those starting in year 5. There was no school dropout. Individual attrition from a total of 3,159 pupils was around 11 percent—roughly equal between groups. There were small positive ‘effect’ sizes in favour of the P4C group in progress in reading and maths, and even smaller perhaps negligible improvements in CAT scores and writing. The results for the most disadvantaged pupils were larger for attainment, but not for CATs. Observations and interviews suggest that the intervention was generally enjoyable and thought to be beneficial for pupil confidence. Our conclusion is that, for those wishing to improve attainment outcomes in the short term, an emphasis on developing reasoning is promising, especially for the poorest students, but perhaps not the most effective way forward. However, for those who value reasoning for its own sake, this evaluation demonstrates that using curriculum time in this way does not damage attainment, and so suggests that something like P4C is an appropriate educational approach. (shrink)

Among the novel objects that attracted my attention during my stay in the United States, nothing struck me more forcibly than the general equality of condition among the people. (de Tocqueville 1990, 7)There are significant inequalities in the lives of America's children, including inequalities in the education that these children receive. These educational inequalities include not only disparities in funding per pupil but also in class size, teacher qualification, and resources such as books, labs, libraries, computers, and curriculum, (...) as well as the physical condition of the school and the safety of students within it. While not all schools attended by poor children are bad schools, and not all schools attended by well-off children are good schools, there are clear patterns. Poor children are more likely to attend crowded and poorly equipped schools with less qualified teachers than the children of more affluent families. They are less likely to have computers, books, and advanced placement academic courses. (Satz 2007, 623). (shrink)

This paper reviews the work on gendered achievement in the English?speaking Caribbean, with its often explicit focus on underachieving males. However, patterns of gendered achievement are more likely region?specific and variegated in some contexts. In Trinidad and Tobago, the full?scale implementation of national assessments in 2004 provided an opportunity to evaluate mathematics and language performance across the entire pupil population at standards 1 (7? to 8?year?olds) and 3 (9? to 10?year?olds). Census data from the high?stakes 2003 Secondary Entrance Assessment (...) (SEA) administered at standard 5 (ages: 10?11+) were also included in the analysis. Therefore the entire dataset consisted of 52,284 primary school students (26,574 males and 25,710 females). The findings confirmed that female pupils had a statistically significant advantage on all assessments. However, in terms of practical significance, most differentials were negligible to small. Medium?sized differentials were obtained for pupils of low ability, living in rural educational districts, and on language arts. Male achievement scores were also more variable for lower grade levels, low ability groups and language arts. Paradoxically, in some educational districts secondary school placement opportunities still favoured males. These variegated patterns of gendered achievement may be associated with differences in institutional effectiveness and variations in male socialization practices that are especially evident across the urban?rural divide. (shrink)

There are tensions within formal education between imparting knowledge and the development of skills for handling that knowledge. In the primary school sector, the latter can also be squeezed out of the curriculum by a focus on basic skills such as literacy and numeracy. What happens when an explicit attempt is made to develop young children's reasoning—both in terms of their apparent cognitive abilities and their basic skills? This paper reports an independent evaluation of an in-class intervention called ‘Philosophy for (...) Children’, after just over one year of schooling. The intervention aims to help children become more willing and able to question, reason, construct arguments and collaborate with others. A group of 48 volunteer schools were randomised to receive P4C or act as a control for one year. This paper reports the CAT results for all pupils in years 4 and 5 initially, and the Key Stage 2 attainment in English and Maths for those starting in year 5. There was no school dropout. Individual attrition from a total of 3,159 pupils was around 11 percent—roughly equal between groups. There were small positive ‘effect’ sizes in favour of the P4C group in progress in reading and maths, and even smaller perhaps negligible improvements in CAT scores and writing. The results for the most disadvantaged pupils were larger for attainment, but not for CATs. Observations and interviews suggest that the intervention was generally enjoyable and thought to be beneficial for pupil confidence. Our conclusion is that, for those wishing to improve attainment outcomes in the short term, an emphasis on developing reasoning is promising, especially for the poorest students, but perhaps not the most effective way forward. However, for those who value reasoning for its own sake, this evaluation demonstrates that using curriculum time in this way does not damage attainment, and so suggests that something like P4C is an appropriate educational approach. (shrink)

The concept of the mahant- ātman-, or “vast self”, found in some of the Early and Middle Upaniṣads, has, at least since the days of Hermann Oldenberg, been explored by a number of scholars, most notably by van Buitenen :103–114, 1964). These studies have usually emphasized the cosmic implications of this concept; the vast ātman- being the non-individualized spirit that brings forth and pervades the universe, then enters the bodies of all created beings as their animating principle. As such it (...) precedes the mahān, or mahat, of the Sāṃkhya philosophy. The present paper argues that the concept of a mahant- puruṣa- or “vast person”, appearing parallel to the vast ātman in these texts, is in fact older, being traceable to Middle Vedic texts; the emergence of the Upaniṣadic ātman doctrine has eventually led to its replacement by the mahān ātmā. Originally, it is argued, the adjective mahant- stressed the difference between this “vast” puruṣa, who is said to dwell in the sun, and the minute puruṣa within man, who is seen as the tiny “person” in one’s pupil, or resides in the heart, having the size of a thumb. In contradistinction to the ātman, the puruṣa is a thoroughly anthropomorphic soul-concept, a “person” within the person. The ultimate identity between this tiny soul-person and the puruṣa in the sun is a recurring, but little studied, motif in the micro-macrocosmic speculations of the Brāhmaṇa texts. This “vast”, solar puruṣa is sometimes identified with the Puruṣa or primeval man of Ṛgveda 10.90, from whose body the universe was formed, and much of the imagery surrounding the vast puruṣa of Middle and Late Vedic literature seems to derive from this hymn. (shrink)

Doebler's small oil portrait of Kant from the year 1791 ist the most important contemporary image that we have of him. The original was preserved by the Order of the Skull and Phoenix in Köngsberg. Various copies of it hung in the Kant-Museum and were held privately in Köngisberg: Stobbe , Petzenburg or Pützenburger and Jacobson , as well as two live-size copies, one that has been called “contemporary” and one from an unknown painter commissioned by the Immanuel Order (...) , although the latter two may stem from the same artist. The Kant-Museum also exhibited a Kant portrait by Heydeck based on Doebler's original, on loan from the art collection of Königsberger Castle. All of these works were destroyed in World War II or have gone missing since 1945. This essay discusses the two Kant portraits sold in auction in 1963 and 2000 and held by the Museum of the City of Königsberg in Duisburg, neither of which copies had been made. The author argues that the former painting is not so much a second work made by Doebler around 1791 as it is a contemporary copy made of it by another artist for the Kant pupil Kiesewetter in Berlin. The second is shown to be an original by Heydeck in 1872, made by observation of Doebler's work. Additionally, the author provides further details of the biographies of Doebler and Heydeck. (shrink)

Among the novel objects that attracted my attention during my stay in the United States, nothing struck me more forcibly than the general equality of condition among the people. (de Tocqueville 1990, 7)There are significant inequalities in the lives of America's children, including inequalities in the education that these children receive. These educational inequalities include not only disparities in funding per pupil but also in class size, teacher qualification, and resources such as books, labs, libraries, computers, and curriculum, (...) as well as the physical condition of the school and the safety of students within it. While not all schools attended by poor children are bad schools, and not all schools attended by well-off children are good schools, there are clear patterns. Poor children are more likely to attend crowded and poorly equipped schools with less qualified teachers than the children of more affluent families. They are less likely to have computers, books, and advanced placement academic courses. (Satz 2007, 623). (shrink)

The aim of unpaid volunteer classroom assistants is to give extra support to children learning to read. The impact of using volunteers to improve children's acquisition of reading skills is unknown. To assess whether volunteers are effective in improving children's reading, we undertook a systematic review of all relevant randomised controlled trials (RCTs). An exhaustive search of all the main electronic databases was carried out (i.e. BEI, PsycInfo, ASSIA, PAIS, SSCI, ERIC, SPECTR, SIGLE). We identified eight experimental studies, of which (...) seven were RCTs. One of the RCTs was excluded because it did not meet the inclusion criteria. One RCT randomised intact classes and the other six studies randomised individual children and could therefore be included in a meta-analysis. All of the trials were fairly small, with the largest including 99 pupils. Four of the trials showed a positive outcome, while three showed a negative effect and the remaining study was equivocal. We pooled the four most homogeneous trials. The pooled data indicated an effect size of 0.19, which was not statistically significant ( p = 0.54, 95% confidence interval = -0.31 to 0.68). Overall, volunteering appeared to have a small effect on reading outcomes. However, the confidence intervals were wide, which could conceal a potentially large benefit or a harmful effect. Thus, more good quality RCTs are required in order to provide more conclusive evidence. (shrink)

Background: Few robust autism-specific outcome assessments have been developed specifically for use by teachers in special schools. The Assessment of Barriers to Learning in Education – Autism is a newly developed teacher assessment to identify and show progress in barriers to learning for pupils on the autism spectrum with coexisting intellectual disabilities. Aims: This study aimed to conduct a preliminary validity and reliability evaluation of the ABLE-Autism. Methods and procedures: Forty-eight autistic pupils attending special schools were assessed using the ABLE-Autism. (...) Multi-level modelling was used to evaluate test-retest reliability, internal consistency and convergent validity with the Teacher Autism Progress Scale. Outcomes and results: Results showed excellent test-retest reliability and internal consistency. A large effect size suggested that the ABLE-Autism is strongly correlated with the Teacher Autism Progress Scale. Teacher feedback was positive and suggested that the ABLE-Autism is easily understood by teachers, relevant to autistic pupils in special schools, and adequately covers the skills and behaviours that teachers believe are important to assess for these pupils. Conclusions and implications: Although further validation is recommended, the preliminary evaluation of the ABLE-Autism suggests that it is a useful and has the potential to be an effective outcome assessment for autistic pupils in special schools. (shrink)

Debate over the curricula of Black colleges and universities dates back to before the turn of the century and involved such noted Black leaders as Booker T. Washington and W.E.B. DuBois. The 1890 Land-Grant Colleges eventually established in 17 southern and border states were created to provide institutions for the teaching of the agricultural and mechanical arts to African-Americans. However, due to their being chronically underfunded and understaffed during the early decades of their existence, they focused mainly on teacher training (...) and to a large extent became state normal schools or teacher colleges for Blacks. I argue that the improvements in public education of southern Blacks at the primary and secondary levels during the 1920s and 1930s induced many graduates of the 1890 institutions to become teachers. At the same time the growing numbers and higher quality of these individuals lead to an increase in the returns to time spent in school and induced increasing numbers of Black parents to send their children to school. During the 1930s expenditures per pupil in Black public schools increased, as did the real wages of Black teachers, while average classroom size fell. At the same time both literacy and school attendance of southern Blacks rose. In no small part these changes were due to 1890 colleges and their students. (shrink)

‘Pupil voice’ is a movement within state education in England that is associated with democracy, change, participation and the raising of educational standards. While receiving much attention from educators and policy makers, less attention has been paid to the theory behind the concept of pupil voice. An obvious point of theoretical departure is the work of Jürgen Habermas, who over a number of decades has endeavoured to develop a theory of democracy that places strong significance on language, communication (...) and discourse. This paper is an attempt to gauge the usefulness of Habermas’ approach to understanding the theory of pupil voice, in particular how his theory of universal pragmatics lends itself to a ‘philosophy of between’, a philosophy that finds echoes in the conflicted nature of schooling that ‘pupil voice’ is supposed to rectify to some extent. The paper also explores the drawbacks of a Habermasian approach, in particular his overreliance on rationality as a way of understanding communication. Lacan’s concept of the objet petit a is introduced as an alternative way of understanding pupil voice. (shrink)

Over the last decade, an array of policy interventions relating to children, young people and education in the UK have positioned pupil participation in the (re)design of school environments as a key imperative. Indeed, pupil participation is an explicit, core ideal of major, ongoing school (re)construction and (re)design programmes in the UK such as Building Schools for the Future, Academy schools, and Primary Capital Funding. The aim of this paper is to juxtapose the ideals of participation as expressed (...) in national policy statements, via-a-vis the ways in which participation in these contexts is being done (or not done) in practice. To this end, the paper presents findings from in-depth interviews with Local Authority officers responsible for the implementation of policies relating to school (re)building and (re)design in diverse localities. These interviews show how the idea(l) of pupil participation may, in practice, be foreclosed by contingencies, budgets, issues, debates, personalities and events at grassroots level. The paper will suggest that national policy-making regarding participation should be better grounded in the complex and diverse realities of the (re)design of school environments in practice. (shrink)