2025
High Verbal Intelligence in Juvenile Delinquents: Protective or Risk Factor?
Garcia J, Mattuck S, Kovalenko J, Li N, Shelton M, Quintana D, Grigorenko E. High Verbal Intelligence in Juvenile Delinquents: Protective or Risk Factor? Youth Justice 2025 DOI: 10.1177/14732254251316857.Peer-Reviewed Original ResearchRisk factors of delinquencyFactors of delinquencyJuvenile delinquencyDetained youthDelinquencyVerbal intelligenceJIYProtective factorsYouthOffensesVerbal intelligence quotientAcademic achievement scoresAcademic achievement testFuture behaviorIntelligence quotientJuvenilesAchievement scoresAchievement testGenderRace/ethnicityIntelligenceImportant risk factors
2016
What grades and achievement tests measure
Borghans L, Golsteyn BH, Heckman JJ, Humphries JE. What grades and achievement tests measure. Proceedings Of The National Academy Of Sciences Of The United States Of America 2016, 113: 13354-13359. PMID: 27830648, PMCID: PMC5127298, DOI: 10.1073/pnas.1601135113.Peer-Reviewed Original ResearchCognitive Priming and Cognitive Training: Immediate and Far Transfer to Academic Skills in Children
Wexler BE, Iseli M, Leon S, Zaggle W, Rush C, Goodman A, Esat Imal A, Bo E. Cognitive Priming and Cognitive Training: Immediate and Far Transfer to Academic Skills in Children. Scientific Reports 2016, 6: 32859. PMID: 27615029, PMCID: PMC5018694, DOI: 10.1038/srep32859.Peer-Reviewed Original ResearchConceptsCognitive primingBrain trainingBrain training gamesSecond-grade childrenCognitive trainingCognitive operationsFar transferTraining gamesAcademic skillsAcademic achievementNeural systemsAchievement testTraining sessionsNeuroplastic potentialEnvironmental inputsPrimingTrainingInter-neuronal connectionsChildrenGameStudy sampleSkillsImmediate effectsControl classLearning
2000
Whole School Reform in a Low-Income African American Community
Desimone L, Finn-Stevenson M, Henrich C. Whole School Reform in a Low-Income African American Community. Urban Education 2000, 35: 269-323. DOI: 10.1177/0042085900353003.Peer-Reviewed Original ResearchSchool Development ProgramWhole-school reform modelsComer's School Development ProgramSchool reform modelWhole-school reformHigh school climateLevel of achievementTeacher efficacyDisadvantaged studentsSchool changeSchool climateSchool managementSchool reformComparison schoolsAchievement testElementary schoolParent involvementReform modelPreschool outcomesSchoolsDevelopment programsParent-child interactionsDepth interviewsLow-income African American communityAfrican American community
1992
Evidence That Dyslexia May Represent the Lower Tail of a Normal Distribution of Reading Ability
Shaywitz S, Escobar M, Shaywitz B, Fletcher J, Makuch R. Evidence That Dyslexia May Represent the Lower Tail of a Normal Distribution of Reading Ability. New England Journal Of Medicine 1992, 326: 145-150. PMID: 1727544, DOI: 10.1056/nejm199201163260301.Peer-Reviewed Original ResearchConceptsDiscrepancy scoresNormal reading abilityConnecticut Longitudinal StudySpecific reading problemsDiagnosis of dyslexiaReading problemsReading abilityBasis of measuresIntelligence testsReading achievementDyslexiaAbility scoresAchievement scoresAchievement testConnecticut childrenLongitudinal studyGrade 1ChildrenLongitudinal cohortScores
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