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Abstract Fifty-seven male and female university students were seated individually at a table, blindfolded, and asked to draw a straight line directly away from the center of their bodies. Results indicated that performances with the right hand were, in general, more accurate than those with the left hand. The data also indicated that lines drawn with the right hand veered slightly to the left, while those drawn with the left hand tended to veer to the right. Hand dominance had no effect upon the accuracy of the line-drawing performance. 相似文献
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Nineteen percent of 1997–98 North Carolina 3rd graders were observed to drop out of high school. A series of logits predict probabilities of dropping out on determinants such as math and reading test scores, absenteeism, suspension, and retention, at the following grade levels: 3rd, 5th, 8th, and 9th. The same cohort and variables are used to estimate benefits to the 15,737 students admitted to a special program ostensibly for academically and intellectually gifted children. I estimate the probability of admission for schoolmates with similar ability in math and reading to be substantially higher for those from upper income households. Finally, I conclude that extending similar resources to an equal number of high-risk students, as determined by their 3rd grade predicted probabilities, would lead to a 25% reduction in the total cohort dropout rate, and that even dividing existing resources between the two groups could cut dropout rates by half that. 相似文献
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