Ulric Neisser – författare

The role played by testing in the nation''s public school system has been increasing steadily—and growing more complicated—for more than 20 years. The Committee on Educational Excellence and Testing Equity (CEETE) was formed to monitor the effects of education reform, particularly testing, on students at risk for academic failure because of poverty, lack of proficiency in English, disability, or membership in population subgroups that have been educationally disadvantaged. The committee recognizes the important potential benefits of standards-based reforms and of test results in revealing the impact of reform efforts on these students. The committee also recognizes the valuable role graduation tests can potentially play in making requirements concrete, in increasing the value of a diploma, and in motivating students and educators alike to work to higher standards. At the same time, educational testing is a complicated endeavor, that reality can fall far short of the model, and that testing cannot by itself provide the desired benefits. If testing is improperly used, it can have negative effects, such as encouraging school leaving, that can hit disadvantaged students hardest. The committee was concerned that the recent proliferation of high school exit examinations could have the unintended effect of increasing dropout rates among students whose rates are already far higher than the average, and has taken a close look at what is known about influences on dropout behavior and at the available data on dropouts and school completion.

The role played by testing in the nation''s public school system has been increasing steadily—and growing more complicated—for more than 20 years. The Committee on Educational Excellence and Testing Equity (CEETE) was formed to monitor the effects of education reform, particularly testing, on students at risk for academic failure because of poverty, lack of proficiency in English, disability, or membership in population subgroups that have been educationally disadvantaged. The committee recognizes the important potential benefits of standards-based reforms and of test results in revealing the impact of reform efforts on these students. The committee also recognizes the valuable role graduation tests can potentially play in making requirements concrete, in increasing the value of a diploma, and in motivating students and educators alike to work to higher standards. At the same time, educational testing is a complicated endeavor, that reality can fall far short of the model, and that testing cannot by itself provide the desired benefits. If testing is improperly used, it can have negative effects, such as encouraging school leaving, that can hit disadvantaged students hardest. The committee was concerned that the recent proliferation of high school exit examinations could have the unintended effect of increasing dropout rates among students whose rates are already far higher than the average, and has taken a close look at what is known about influences on dropout behavior and at the available data on dropouts and school completion.

Lower school achievement of minority children is usually explained by projecting "deficits" upon the children -- deficits that are attributed to genetic or environmental causes. In contrast with tradition, the contributors to this book demonstrate how group differences in academic accomplishment and test scores are affected by cultural factors and standard educational practices as well.

Lower school achievement of minority children is usually explained by projecting "deficits" upon the children -- deficits that are attributed to genetic or environmental causes. In contrast with tradition, the contributors to this book demonstrate how group differences in academic accomplishment and test scores are affected by cultural factors and standard educational practices as well.

First published in 1967, this seminal volume by Ulric Neisser was the first attempt at a comprehensive and accessible survey of Cognitive Psychology; as such, it provided the field with its first true textbook.

Its chapters are organized so that they began with stimulus information that came ''inward'' through the organs of sense, through its many transformations and reconstructions, and finally through to its eventual use in thought and memory.

The volume inspired numerous students enter the field of cognitive psychology and some of the today''s leading and most respected cognitive psychologists cite Neisser''s book as the reason they embarked on their careers.

First published in 1967, this seminal volume by Ulric Neisser was the first attempt at a comprehensive and accessible survey of Cognitive Psychology; as such, it provided the field with its first true textbook.

Its chapters are organized so that they began with stimulus information that came ''inward'' through the organs of sense, through its many transformations and reconstructions, and finally through to its eventual use in thought and memory.

The volume inspired numerous students enter the field of cognitive psychology and some of the today''s leading and most respected cognitive psychologists cite Neisser''s book as the reason they embarked on their careers.