Processing of emotional expression in subliminal and low-visibility images

This thesis investigated the processing of emotional stimuli by the visual system, and how the processing of emotions interacts with visual awareness. Emotions have been given ‘special’ status by some previous research, with evidence that the processing of emotions may be relatively independent of striate cortex, and less affected by disruption to awareness than processing of emotionally neutral images. Yet the extent to which emotions are ‘special’ remains questionable. This thesis focused on the processing of emotional stimuli when activity in V1 was disrupted using transcranial magnetic stimulation (TMS), and whether emotional properties of stimuli can be reliably discriminated, or affect subsequent responses, when visibility is low. Two of the experiments reported in this thesis disrupted activity in V1 using TMS, Experiment 1 with single pulses in an online design, and Experiment 2 with theta burst stimulation in an offline design. Experiment 1 found that a single pulse of TMS 70-130 ms following a presentation of a body posture image disrupted processing of neutral but not emotional postures in an area of the visual field that corresponded to the disruption. Experiment 2 did not find any convincing evidence of disruption to processing of neutral or emotional faces. From Experiment 1 it would appear that emotional body posture images were relatively unaffected by TMS, and appeared to be robust to disruption to V1. Experiment 2 did not add to this as there was no evidence of disruption in any condition. Experiments 3 and 4 used visual masking to disrupt awareness of emotional and neutral faces. Both experiments used a varying interval between the face and the mask stimuli to systematically vary the visibility of the faces. Overall, the shortest SOA produced the lowest level of visibility, and this level of visibility was arguably outside awareness. In Experiment 3, participants’ ability to discriminate properties of emotional faces under low visibility conditions was greater than their ability to discriminate the orientation of the face. This was despite the orientation discrimination being much easier at higher levels of visibility. Experiment 4 used a gender discrimination task, with emotion providing a redundant cue to the decision (present half of the time). Despite showing a strong linear masking function for the neutral faces, there was no evidence of any emotion advantage. Overall, Experiment 3 gave some evidence of an emotion advantage under low visibility conditions, but this effect was fairly small and not replicated in Experiment 4. Finally, Experiments 5-8 used low visibility emotional faces to prime responses to subsequent emotional faces (Experiments 5 and 6) or words (Experiments 7 and 8). In Experiments 5, 7 and 8 there was some evidence of emotional priming effects, although these effects varied considerably across the different designs used. There was evidence for meaningful processing of the emotional prime faces, but this processing only led to small and variable effects on subsequent responses. In summary, this thesis found some evidence that the processing of emotional stimuli was relatively robust to disruption in V1 with TMS. Attempts to find evidence for robust processing of emotional stimuli when disrupted with backwards masking was less successful, with at best mixed results from discrimination tasks and priming experiments. Whether emotional stimuli are processed by a separate route(s) in the brain is still very much open to debate, but the findings of this thesis offers small and inconsistent evidence for a brain network for processing emotions that is relatively independent of V1 and visual awareness. The network and nature of brain structures involved in the processing of subliminal and low visibility processing of emotions remains somewhat elusive.ESR

If you build it, will they come? School availability and school enrollment in 21 poor countries

Increasing the supply of schools is commonly advocated as a policy intervention to promote schooling. Analysis of the relationship between the school enrollment of 6 to 14 year olds and the distance to primary and secondary schools in 21 rural areas in low-income countries (including some of the poorest countries in Sub-Saharan Africa) reveals that the two are often statistically significantly related. However, the magnitudes of the associations are small. Simulating big reductions in distance yields only small increases in average school participation, and only small reductions in within-country inequality. The data are mostly cross-sectional and therefore it is difficult to assess the degree to which results might be driven by endogenous school placement. Data can be geographically matched over time in three of the study countries and under some assumptions the results from these countries are consistent with no substantial bias in the cross-sectional estimates. Although increasing school availability by decreasing the average distance to schools can be a tool for increasing enrollments, it cannot be expected to have a substantial effect. Other interventions, such as those geared toward increasing the demand for schooling or increasing the quality of schooling should be prioritized.Health Monitoring&Evaluation,Teaching and Learning,Public Health Promotion,Primary Education,Education Reform and Management,Primary Education,Teaching and Learning,Education Reform and Management,Health Monitoring&Evaluation,Gender and Education

What educational production functions really show : a positive theory of education spending

The accumulated results of empirical studies show that the public sector typically chooses spending on inputs such that the productivity of additional spending on books and instructional materials is 10 to 100 times larger than that of additional spending on teacher inputs (for example, higher wages, small class size). The authors argue that this pervasive and systemic deviation of actual spending from the technical optimum requires a political, not economic or technical, explanation. The evidence is consistent only with a class of positive models in which public spending choices are directly influenced by a desire for higher spending on teacher inputs, over and above their role in producing educational outputs. This desire could be due either to teacher power, or bureaucratic budget-maximizing behavior, or political patronage. The authors conclude by exploring the implications of these positive political models of educational spending behavior for various types of proposed educational reforms (localized control, parental participation, vouchers, and so on) which requires an examination of how the proposed reforms shift the relative powers of the stakeholders in the educational system: students and parents, educators, bureaucrats, and politicians.Economic Theory&Research,Curriculum&Instruction,Teaching and Learning,Environmental Economics&Policies,Fiscal&Monetary Policy,Curriculum&Instruction,Teaching and Learning,Economic Theory&Research,Environmental Economics&Policies,Gender and Education

Estimating wealth effects without expenditure data - or tears : with an application to educational enrollments in states of India

This paper has an empirical and overtly methodological goal. The authors propose and defend a method for estimating the effect of household economic status on educational outcomes without direct survey information on income or expenditures. They construct an index based on indicators of household assets, solving the vexing problem of choosing the appropriate weights by allowing them to be determined by the statistical procedure of principal components. While the data for India cannot be used to compare alternative approaches they use data from Indonesia, Nepal, and Pakistan which have both expenditures and asset variables for the same households. With these data the authors show that not only is there a correspondence between a classification of households based on the asset index and consumption expenditures but also that the evidence is consistent with the asset index being a better proxy for predicting enrollments--apparently less subject to measurement error for this purpose--than consumption expenditures. The relationship between household wealth and educational enrollment of children can be estimated without expenditure data. A method for doing so - which uses an index based on household asset ownership indicators- is proposed and defended in this paper. In India, children from the wealthiest households are over 30 percentage points more likely to be in school than those from the poorest households.Environmental Economics&Policies,Economic Theory&Research,Consumption,Health Economics&Finance,International Terrorism&Counterterrorism,Environmental Economics&Policies,Poverty Assessment,Health Economics&Finance,Economic Theory&Research,International Terrorism&Counterterrorism

The effect of household wealth on educational attainment : demographic and health survey evidence

Primary Education,Earth Sciences&GIS,Economic Theory&Research,Roads&Highways,Teaching and Learning,Roads&Highways,Poverty Assessment,Primary Education,Health Monitoring&Evaluation,Earth Sciences&GIS

Poverty, AIDS, and children's schooling - a targeting dilemma

The authors analyze the relationship between orphan status, household wealth, and child school enrollment using data collected in the 1990s from 28 countries in Sub-Saharan Africa, Latin America, the Caribbean, and one country in Southeast Asia. The findings point to considerable diversity-so much so that generalizations are not possible. While there are some examples of large differentials in enrollment by orphan status, in the majority of cases the orphan enrollment gap is dwarfed by the gap between children from richer and poorer households. In some cases, even non-orphaned children from the top of the wealth distribution have low enrollments, pointing to fundamental issues in the supply or demand for schooling that are a constraint to higher enrollments of all children. The gap in enrollment between female and male orphans is not much different than the gap between girls and boys with living parents, suggesting that female orphans are not disproportionately affected in terms of their enrollment in most countries. These diverse findings demonstrate that the extent to which orphans are under-enrolled relative to other children is country-specific, at least in part because the correlation between orphan status and poverty is not consistent across countries. Social protection and schooling policies need to assess the specific country situation before considering mitigation measures.Children and Youth,Primary Education,Health Monitoring&Evaluation,Public Health Promotion,Street Children,Children and Youth,Street Children,Youth and Governance,Primary Education,HIV AIDS

Autonomy, participation, and learning in Argentine schools - findings andtheir implications for decentralization

According to a theoretical model, school autonomy and parental participation in schools, can increase student learning through separate channels. Greater school autonomy increases the rent that can be distributed among stakeholders in the school, while institutions for parental participation (such as school board) empower parents to command a larger share of this surplus - for example, through student learning. Using a rich cross-sectional data set from Argentine schools (sixth and seventh grades), the authors find that autonomy, and participation raise student test scores for a given level of inputs, in a multiplicative way, consistent with the model. Autonomy has a direct effect on learning (but not for very low levels of participation), while participation affects learning only through the mediation of the effect of autonomy. The results are robust to a variety of robustness checks, and for sub-samples of children from poor households, children of uneducated mothers, schools with low mean family wealth, and public schools. It is possible that autonomy, and participation are endogenously determined, and that this biases the results - the data available do not allow this to be ruled out with certainty. Plausible predicators of autonomy, and participation are also plausible predicators of test scores, and they fail tests for the over-identifying restrictions. Heuristically argued, however, the potential for correlation with unobserved variables may be limited: the data set is rich in observed variables, and autonomy and participation show very low correlation with observed variables. Subject to these caveats, the results may be relevant to decentralization in two ways. First, as decentralization moves responsibility from the central, toward the provincial or local government, the results should be directly relevant if the decentralization increases autonomy, and participation in schools. Second, if the results are interpreted as representing a more general effect of moving decision-making toward users, and the local community, the results are relevant even if little happens to autonomy, and participation in schools. More important, perhaps, the authors illustrate empirically the importance of knowing who is empowered when higher levels of government loosen control.Politics and Government,Teaching and Learning,Primary Education,Decentralization,Economic Theory&Research,Teaching and Learning,Primary Education,Politics and Government,ICT Policy and Strategies,Health Monitoring&Evaluation

Hidden talents: examples of transition of careers guidance from local authorities to schools

This Local Government Association commissioned report helps collate case study examples of local authorities supporting schools in their enhanced role to provide independent and impartial careers guidance to young people. Eight LAs were selected by the LGA and NFER carried out telephone interviews with the key strategic lead on the transition of careers guidance from local authorities to schools. LAs nominated a school in their authority and NFER carried out telephone interviews with senior leaders and careers coordinators in seven schools. Key findings LAs are supporting schools to meet their new careers guidance duty firstly by encouraging the continued participation of young people in learning, tracking young people’s destinations, and identifying those with no clear pathways. Secondly, by providing direct support to schools, for example updates on policy matters and training on commissioning independent external careers guidance. Thirdly, LAs are supporting schools with the commissioning of careers guidance services from external providers. The schools in this study report that what has helped them to feel well prepared to take on their new statutory duty is: being well informed and supported by the LA and local partnerships; embracing the new legislation and carrying out their own preparation for the transition; having a well-qualified careers coordinator on their staff: and building on their current careers guidance systems. Schools are collaborating with a variety of different organisations to provide careers guidance. However, on the whole, schools indicated that they do not work with other schools to commission careers guidance provision because their priority is to procure careers guidance that is designed to meet the needs of their own students

Languages at key stage 4 2009-2011 : evaluation of the impact of Languages Review recommendations : baseline findings from the first year of the evaluation

• Heads of language departments consider good teaching and support to be central to encouraging language uptake at KS4, and constraints of the options system to be the main barrier. Many schools are reported to have received excellent support for languages in 2008/09 in terms of staffing, training and resources. • Some schools report a positive impact of the Languages Review recommendations but there is a low level of awareness of the Review in the majority of schools. • 19 per cent of schools set a benchmark for languages uptake in 2009/10 (at an average level of 64 per cent) but 62 per cent of schools had actual levels of uptake lower than 50 per cent. In schools where languages are optional (69 per cent of schools), 80 per cent had levels of uptake below 50 per cent

Does relative deprivation induce migration?: evidence from Sub-Saharan Africa

This analysis revisits the decades-old relative deprivation theory of migration. In contrast to the traditional view that migration is driven by absolute income maximization, we test whether relative deprivation induces migration in the context of sub-Saharan Africa. Taking advantage of the internationally comparable longitudinal data from integrated household and agriculture surveys from Tanzania, Ethiopia, Malawi, Nigeria, and Uganda, we use panel fixed effects to estimate the effects of relative deprivation on migration decisions. Using per capita consumption expenditure and multidimensional wealth index as well-being measures, we find that a household’s migration decision is based not only on its absolute well-being level but also on the relative position of the household in the well-being distribution of the community in which it resides. We also discover that the effect of relative deprivation on migration is amplified in rural, agricultural, and male-headed households. Results are robust to alternative specifications including the use of Hausman Taylor Instrumental Variable (HTIV) estimator and pooled data across the five countries. Results confirm that the “migration-relative deprivation” relationship also holds in the context of sub-Saharan Africa. We argue that policies designed to check rural–urban migration through rural transformation and poverty reduction programs should use caution because such programs can increase economic inequality, which further increases migration flow