Search

Lewis M. Terman's Genetic Studies of Genius stands as one of the landmark studies of the 20th century in the educational and psychological sciences. This longitudinal study of individuals in the top 1% of general cognitive ability has sparked interest and debate among scholars for nearly 100 years. In this study, we examine how Terman's Genetic Studies of Genius has influenced academia through a bibliometric citation analysis. We gathered all scholarly works that cited one of the volumes of Terman's Genetic Studies of Genius and appeared in academic journals and mapped out the growth of scholarly citations within differing academic fields. We found that the influence of Terman's studies extends beyond the field of education and psychology into business, medicine, and the sciences. [ABSTRACT FROM AUTHOR]

The article presents the discussion on Cindy Little as our dedicated media specialist, a strategic liaison for public relations (PR) and education campaigns. Topics include content and its implications for model-building or theory formation across the scientific community; and helping in bridging professional scientists and the global community of students and amateur researchers.

The present study attempts to qualitatively investigate lexico-grammatical properties of academic journal abstracts written by both native and non-native speakers in educational psychology, based on Halliday's systemic functional linguistic (SFL) Model. To this end, 30 (15 native and 15 non-native) abstracts were selected and downloaded from two international journals as the corpus of the study. In order to determine lexico-grammatical features of both groups, the frequencies of three variables i.e. lexical density, adjuncts, and transitivity were compared and contrasted. The results showed that no significant difference was seen between native and non-native abstracts in terms of lexical density (59.72% and 59.91% respectively). Adjuncts were used more in the non-native abstracts than in native ones. Moreover, lexico-grammatical features of transitivity items (existential, verbal, behavioral, mental, material, and relational) in non-native abstracts were significantly more than the native ones. The findings of this study can be useful for EFL students as well as teachers to enhance the quality of their writings for presenting them in academic contexts and leading journals. [ABSTRACT FROM AUTHOR]

Abstract: Although a few prior studies have explored the publication outlets of school and educational psychology scholars employed within the United States, past research has not yet examined the publication outlets of such scholars working outside of the United States. With the aim of addressing this gap in the literature and increasing empirical data related to internationalization in school and educational psychology, the present study gathered data about the publication outlets among international scholars in the field since 2000. Several findings are reported, such as the number of books, chapters, and journal articles published by participants, as well as the names of the journals that participants most frequently published in—within and across global regions. One key finding from the study was that school and educational psychology scholars around the globe frequently publish in discipline‐specific journals, but generally publish in a wide range of journals that focus on specific topics (e.g., behavior, child development). Additionally, it was found that the large majority of authors from our study published their studies in English. [ABSTRACT FROM AUTHOR]