Schooling in capitalist America revisited
Schooling in capitalist America revisited
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DOI：
10.2307/3090251
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发表时间：
2002-01-01
影响因子：
3.9
通讯作者：
Gintis, H
中科院分区：
文献类型：
--
作者：
Bowles, S;Gintis, H
最近的研究完全证明了作者曾经有争议的估计，即经济地位的代际持续性很高，智商在这一过程中的遗传性并不重要，以及学校教育对认知发展的贡献在解释为什么受教育程度较高的人收入较高方面几乎没有作用。更多的研究支持了作者关于人格特质而不是技能本身作为劳动力市场成功的决定因素的假设。最近对文化进化研究的贡献使作者能够更具体地了解行为是如何在学校学习的。
Recent research has entirely vindicated the authors' once-controversial estimates of high levels of intergenerational persistence of economic status, the unimportance of the heritability of IQ in this process, and the fact that the contribution of schooling to cognitive development plays little part in explaining why those with more schooling have higher earnings. Additional research has supported the authors' hypotheses concerning the role of personality traits, rather than skills, per se, as determinants of labor market success. Recent contributions to the study of cultural evolution allow the authors to be considerably more specific about how behaviors are learned in school.