Group items tagged

Suppose you want to say, "Bush read Chomsky's latest book." Let's focus on just the verb, "read." To say this sentence in English, we have to mark the verb for tense; in this case, we have to pronounce it like "red" and not like "reed." In Indonesian you need not (in fact, you can't) alter the verb to mark tense. In Russian you would have to alter the verb to indicate tense and gender. So if it was Laura Bush who did the reading, you'd use a different form of the verb than if it was George. In Russian you'd also have to include in the verb information about completion. If George read only part of the book, you'd use a different form of the verb than if he'd diligently plowed through the whole thing. In Turkish you'd have to include in the verb how you acquired this information: if you had witnessed this unlikely event with your own two eyes, you'd use one verb form, but if you had simply read or heard about it, or inferred it from something Bush said, you'd use a different verb form.

Clearly, languages require different things of their speakers. Does this mean that the speakers think differently about the world? Do English, Indonesian, Russian, and Turkish speakers end up attending to, partitioning, and remembering their experiences differently just because they speak different languages?

For some scholars, the answer to these questions has been an obvious yes. Just look at the way people talk, they might say. Certainly, speakers of different languages must attend to and encode strikingly different aspects of the world just so they can use their language properly. Scholars on the other side of the debate don't find the differences in how people talk convincing. All our linguistic utterances are sparse, encoding only a small part of the information we have available. Just because English speakers don't include the same information in their verbs that Russian and Turkish speakers do doesn't mean that English speakers aren't paying attention to the same things; all it means is that they're not talking about them. It's possible that everyone thinks the same way, notices the same things, but just talks differently.

Believers in cross-linguistic differences counter that everyone does not pay attention to the same things: if everyone did, one might think it would be easy to learn to speak other languages. Unfortunately, learning a new language (especially one not closely related to those you know) is never easy; it seems to require paying attention to a new set of distinctions. Whether it's distinguishing modes of being in Spanish, evidentiality in Turkish, or aspect in Russian, learning to speak these languages requires something more than just learning vocabulary: it requires paying attention to the right things in the world so that you have the correct information to include in what you say.

Follow me to Pormpuraaw, a small Aboriginal community on the western edge of Cape York, in northern Australia. I came here because of the way the locals, the Kuuk Thaayorre, talk about space. Instead of words like "right," "left," "forward," and "back," which, as commonly used in English, define space relative to an observer, the Kuuk Thaayorre, like many other Aboriginal groups, use cardinal-direction terms — north, south, east, and west — to define space.1 This is done at all scales, which means you have to say things like "There's an ant on your southeast leg" or "Move the cup to the north northwest a little bit." One obvious consequence of speaking such a language is that you have to stay oriented at all times, or else you cannot speak properly. The normal greeting in Kuuk Thaayorre is "Where are you going?" and the answer should be something like " Southsoutheast, in the middle distance." If you don't know which way you're facing, you can't even get past "Hello."

The result is a profound difference in navigational ability and spatial knowledge between speakers of languages that rely primarily on absolute reference frames (like Kuuk Thaayorre) and languages that rely on relative reference frames (like English).2 Simply put, speakers of languages like Kuuk Thaayorre are much better than English speakers at staying oriented and keeping track of where they are, even in unfamiliar landscapes or inside unfamiliar buildings. What enables them — in fact, forces them — to do this is their language. Having their attention trained in this way equips them to perform navigational feats once thought beyond human capabilities. Because space is such a fundamental domain of thought, differences in how people think about space don't end there. People rely on their spatial knowledge to build other, more complex, more abstract representations. Representations of such things as time, number, musical pitch, kinship relations, morality, and emotions have been shown to depend on how we think about space. So if the Kuuk Thaayorre think differently about space, do they also think differently about other things, like time? This is what my collaborator Alice Gaby and I came to Pormpuraaw to find out.

To test this idea, we gave people sets of pictures that showed some kind of temporal progression (e.g., pictures of a man aging, or a crocodile growing, or a banana being eaten). Their job was to arrange the shuffled photos on the ground to show the correct temporal order. We tested each person in two separate sittings, each time facing in a different cardinal direction. If you ask English speakers to do this, they'll arrange the cards so that time proceeds from left to right. Hebrew speakers will tend to lay out the cards from right to left, showing that writing direction in a language plays a role.3 So what about folks like the Kuuk Thaayorre, who don't use words like "left" and "right"? What will they do? The Kuuk Thaayorre did not arrange the cards more often from left to right than from right to left, nor more toward or away from the body. But their arrangements were not random: there was a pattern, just a different one from that of English speakers. Instead of arranging time from left to right, they arranged it from east to west. That is, when they were seated facing south, the cards went left to right. When they faced north, the cards went from right to left. When they faced east, the cards came toward the body and so on. This was true even though we never told any of our subjects which direction they faced. The Kuuk Thaayorre not only knew that already (usually much better than I did), but they also spontaneously used this spatial orientation to construct their representations of time.

I have described how languages shape the way we think about space, time, colors, and objects. Other studies have found effects of language on how people construe events, reason about causality, keep track of number, understand material substance, perceive and experience emotion, reason about other people's minds, choose to take risks, and even in the way they choose professions and spouses.8 Taken together, these results show that linguistic processes are pervasive in most fundamental domains of thought, unconsciously shaping us from the nuts and bolts of cognition and perception to our loftiest abstract notions and major life decisions. Language is central to our experience of being human, and the languages we speak profoundly shape the way we think, the way we see the world, the way we live our lives.

The fact that even quirks of grammar, such as grammatical gender, can affect our thinking is profound. Such quirks are pervasive in language; gender, for example, applies to all nouns, which means that it is affecting how people think about anything that can be designated by a noun.

How does an artist decide whether death, say, or time should be painted as a man or a woman? It turns out that in 85 percent of such personifications, whether a male or female figure is chosen is predicted by the grammatical gender of the word in the artist's native language. So, for example, German painters are more likely to paint death as a man, whereas Russian painters are more likely to paint death as a woman.

Does treating chairs as masculine and beds as feminine in the grammar make Russian speakers think of chairs as being more like men and beds as more like women in some way? It turns out that it does. In one study, we asked German and Spanish speakers to describe objects having opposite gender assignment in those two languages. The descriptions they gave differed in a way predicted by grammatical gender. For example, when asked to describe a "key" — a word that is masculine in German and feminine in Spanish — the German speakers were more likely to use words like "hard," "heavy," "jagged," "metal," "serrated," and "useful," whereas Spanish speakers were more likely to say "golden," "intricate," "little," "lovely," "shiny," and "tiny." To describe a "bridge," which is feminine in German and masculine in Spanish, the German speakers said "beautiful," "elegant," "fragile," "peaceful," "pretty," and "slender," and the Spanish speakers said "big," "dangerous," "long," "strong," "sturdy," and "towering." This was true even though all testing was done in English, a language without grammatical gender. The same pattern of results also emerged in entirely nonlinguistic tasks (e.g., rating similarity between pictures). And we can also show that it is aspects of language per se that shape how people think: teaching English speakers new grammatical gender systems influences mental representations of objects in the same way it does with German and Spanish speakers. Apparently even small flukes of grammar, like the seemingly arbitrary assignment of gender to a noun, can have an effect on people's ideas of concrete objects in the world.

Even basic aspects of time perception can be affected by language. For example, English speakers prefer to talk about duration in terms of length (e.g., "That was a short talk," "The meeting didn't take long"), while Spanish and Greek speakers prefer to talk about time in terms of amount, relying more on words like "much" "big", and "little" rather than "short" and "long" Our research into such basic cognitive abilities as estimating duration shows that speakers of different languages differ in ways predicted by the patterns of metaphors in their language. (For example, when asked to estimate duration, English speakers are more likely to be confused by distance information, estimating that a line of greater length remains on the test screen for a longer period of time, whereas Greek speakers are more likely to be confused by amount, estimating that a container that is fuller remains longer on the screen.)

An important question at this point is: Are these differences caused by language per se or by some other aspect of culture? Of course, the lives of English, Mandarin, Greek, Spanish, and Kuuk Thaayorre speakers differ in a myriad of ways. How do we know that it is language itself that creates these differences in thought and not some other aspect of their respective cultures? One way to answer this question is to teach people new ways of talking and see if that changes the way they think. In our lab, we've taught English speakers different ways of talking about time. In one such study, English speakers were taught to use size metaphors (as in Greek) to describe duration (e.g., a movie is larger than a sneeze), or vertical metaphors (as in Mandarin) to describe event order. Once the English speakers had learned to talk about time in these new ways, their cognitive performance began to resemble that of Greek or Mandarin speakers. This suggests that patterns in a language can indeed play a causal role in constructing how we think.6 In practical terms, it means that when you're learning a new language, you're not simply learning a new way of talking, you are also inadvertently learning a new way of thinking. Beyond abstract or complex domains of thought like space and time, languages also meddle in basic aspects of visual perception — our ability to distinguish colors, for example. Different languages divide up the color continuum differently: some make many more distinctions between colors than others, and the boundaries often don't line up across languages.

To test whether differences in color language lead to differences in color perception, we compared Russian and English speakers' ability to discriminate shades of blue. In Russian there is no single word that covers all the colors that English speakers call "blue." Russian makes an obligatory distinction between light blue (goluboy) and dark blue (siniy). Does this distinction mean that siniy blues look more different from goluboy blues to Russian speakers? Indeed, the data say yes. Russian speakers are quicker to distinguish two shades of blue that are called by the different names in Russian (i.e., one being siniy and the other being goluboy) than if the two fall into the same category. For English speakers, all these shades are still designated by the same word, "blue," and there are no comparable differences in reaction time. Further, the Russian advantage disappears when subjects are asked to perform a verbal interference task (reciting a string of digits) while making color judgments but not when they're asked to perform an equally difficult spatial interference task (keeping a novel visual pattern in memory). The disappearance of the advantage when performing a verbal task shows that language is normally involved in even surprisingly basic perceptual judgments — and that it is language per se that creates this difference in perception between Russian and English speakers.

What it means for a language to have grammatical gender is that words belonging to different genders get treated differently grammatically and words belonging to the same grammatical gender get treated the same grammatically. Languages can require speakers to change pronouns, adjective and verb endings, possessives, numerals, and so on, depending on the noun's gender. For example, to say something like "my chair was old" in Russian (moy stul bil' stariy), you'd need to make every word in the sentence agree in gender with "chair" (stul), which is masculine in Russian. So you'd use the masculine form of "my," "was," and "old." These are the same forms you'd use in speaking of a biological male, as in "my grandfather was old." If, instead of speaking of a chair, you were speaking of a bed (krovat'), which is feminine in Russian, or about your grandmother, you would use the feminine form of "my," "was," and "old."

Export dependency is another correlate with English. Countries that export more are better at English (though it’s not clear which factor causes which).  Malaysia, the best English-performer in Asia, is also the sixth-most export-dependent country in the world.  (Singapore was too small to make the list, or it probably would have ranked similarly.) This is perhaps surprising, given a recent trend towards anti-colonial and anti-Western sentiment in Malaysia’s politics. The study’s authors surmise that English has become seen as a mere tool, divorced in many minds from its associations with Britain and America.

Teaching plays a role, too. Starting young, while it seems a good idea, may not pay off: children between eight and 12 learn foreign languages faster than younger ones, so each class hour on English is better spent on a 10-year-old than on a six-year-old.

Between 1984 and 2000, the study's authors say, the Netherlands and Denmark began English-teaching between 10 and 12, while Spain and Italy began between eight and 11, with considerably worse results. Mr Hult reckons that poor methods, particularly the rote learning he sees in Japan, can be responsible for poor results despite strenuous efforts.

one surprising result is that China and India are next to each other (29th and 30th of 44) in the rankings, despite India’s reputation as more Anglophone. Mr Hult says that the Chinese have made a broad push for English (they're "practically obsessed with it”). But efforts like this take time to marinade through entire economies, and so may have avoided notice by outsiders. India, by contrast, has long had well-known Anglophone elites, but this is a narrow slice of the population in a country considerably poorer and less educated than China. English has helped India out-compete China in services, while China has excelled in manufacturing. But if China keeps up the push for English, the subcontinental neighbour's advantage may not last.

After questioning on suspicion of committing a section five racial public order offence, her mother Nicola says she was placed in a bare cell for three-and-a-half hours then released without charge.

"Codie was not being racist." "The reaction from the school and police is totally over the top and I am furious my daughter had to go through this trauma when all she was saying was common sense. " "She'd have been better off not saying anything and getting into trouble for not being able to do the work."

School insiders acknowledge that at least three of the students Codie refused to sit with had recently arrived in this country and spoke little English. But they say her comments afterwards raised further concerns, for example allegedly referring to the students as "blacks" - something she denied yesterday.

Last night Robert Whelan, deputy director of the Civitas think-tank, said: "It's obviously common sense that pupils who don't speak English cause problems for other pupils and for teachers." "I'm sure this sort of thing happens all the time, but it's a sad reflection on the school if they can't deal with it without involving the police." "A lot of these arrests don't result in prosecutions - they aim is to frighten us into self-censorship until we watch everything we say."

Chomsky is hesitant to accept the recent claims of language’s profound influence on thought. “I’m rather skeptical about all of this, though there probably are some marginal effects,” he said.

Some advocates of the Whorfian view find support in studies of how languages convey spatial orientation. English and Dutch speakers describe orientation from an egocentric frame of reference (to my left or right). Mayan speakers use a geocentric frame of reference (to the north or south).

Does this mean they think about space in fundamentally different ways? Not exactly, said Lila Gleitman, a psychologist from the University of Pennsylvania. Since we ordinarily assume that others talk like us, she explained, vague instructions like “arrange it the same way” will be interpreted in whatever orientation (egocentric or geocentric) is most common in our language. “That’s going to influence how you solve an ambiguous problem, but it doesn’t mean that’s the way you think, or must think,” said Gleitman. In fact, she repeated the experiment with unambiguous instructions, providing cues to indicate whether objects should be arranged north-south or left-right. She found that people in both languages are just as good at arranging objects in either orientation.

Similarly, Anna Papafragou, a psychologist at the University of Delaware, thinks that the extent of language’s effect on thought has been somewhat exaggerated.

Papafragou compared how long Greek and English speakers paid attention to clip-art animation sequences, for example, a man skating towards a snowman. By measuring their eye movements, Papafragou was able to tell which parts of the scene held their gaze the longest. Because English speakers generally use verbs that describe manner of motion, like slide and skip, she predicted they would pay more attention to what was moving (the skates). Since Greeks use verbs that describe path, like approach and ascend, they should pay more attention to endpoint of the motion (the snowman). She found that this was true only when people had to describe the scene; when asked to memorize it, attention patterns were nearly identical. According to Papafragou, when people need to speak about what they see, they’ll focus on the parts relevant for planning sentences. Otherwise, language does not show much of an effect on attention.

“Each language is a bright transparent medium through which our thoughts may pass, relatively undistorted,” said Gleitman.

Others think that language does, in fact, introduce some distortion. Linguist Guy Deutscher of the University of Manchester in the U.K. suggests that while language can’t prevent you from thinking anything, it does compel you to think in specific ways. Language forces you to habitually pay attention to different aspects of the world.

For example, many languages assign genders to nouns (“bridge” is feminine in German and masculine in Spanish). A study by cognitive psychologist Lera Boroditsky of Stanford University found that German speakers were more likely to describe “bridge” with feminine terms like elegant and slender, while Spanish speakers picked words like sturdy and towering. Having to constantly keep track of gender, Deutscher suggests, may subtly change the way native speakers imagine object’s characteristics.

However, this falls short of the extreme view some ascribe to Whorf: that language actually determines thought. According to Steven Pinker, an experimental psychologist and linguist at Harvard University, three things have to hold for the Whorfian hypothesis to be true: speakers of one language should find it nearly impossible to think like speakers of another language; the differences in language should affect actual reasoning; and the differences should be caused by language, not just correlated with it. Otherwise, we may just be dealing with a case of “crying Whorf.”

But even mild claims may reveal complexities in the relationship between language and thought. “You can’t actually separate language, thought and perception,” said Debi Roberson, a psychologist at the University of Essex in the U.K. “All of these processes are going on, not just in parallel, but interactively.”

Language may not, as the Gaelic proverb suggests, form our entire world. But it will continue to provide insights into our thoughts—whether as a window, a looking glass, or a distorted mirror.

Universities are also being used as flag carriers for national economic ambitions - driving forward modernisation plans. For some it's been a spectacularly fast rise. According to the OECD, in the 1960s South Korea had a similar national wealth to Afghanistan. Now it tops international education league tables and has some of the highest-rated universities in the world. The Pohang University of Science and Technology in South Korea was only founded in 1986 - and is now in the top 30 of the Times Higher's global league table, elbowing past many ancient and venerable institutions. It also wants to compete on an international stage so the university has decided that all its graduate programmes should be taught in English rather than Korean.

governments want to use universities to upgrade their workforce and develop hi-tech industries.

"Universities are being seen as a key to the new economies, they're trying to grow the knowledge economy by building a base in universities," says Professor Altbach. Families, from rural China to eastern Europe, are also seeing university as a way of helping their children to get higher-paid jobs. A growing middle-class in India is pushing an expansion in places. Universities also stand to gain from recruiting overseas. "Universities in the rich countries are making big bucks," he says. This international trade is worth at least $50 billion a year, he estimates, the lion's share currently being claimed by the US.

Technology, much of it hatched on university campuses, is also changing higher education and blurring national boundaries.

It raises many questions too. What are the expectations of this Facebook generation? They might have degrees and be able to see what is happening on the other side of the world, but will there be enough jobs to match their ambitions? Who is going to pay for such an expanded university system? And what about those who will struggle to afford a place?

The success of the US system is not just about funding, says Professor Altbach. It's also because it's well run and research is effectively organised. "Of course there are lots of lousy institutions in the US, but overall the system works well." Continue reading the main story “Start Quote Developed economies are already highly dependent on universities and if anything that reliance will increase” End Quote David Willetts UK universities minister The status of the US system has been bolstered by the link between its university research and developing hi-tech industries. Icons of the internet-age such Google and Facebook grew out of US campuses.

thanks to Wikileaks, the world has been enlightened to the fact that the Obama administration not only refused to prosecute these individuals itself, it also exerted pressure on the governments of Germany and Spain not to prosecute, or even indict, any of the torturers or war criminals from the Bush dictatorship.

we see many right-wing commentators demanding that Assange be hunted down, with some even calling for his murder, on the grounds that he may have endangered lives by releasing confidential government documents. Yet, for the right-wing, this apparently was not a concern when the late columnist Robert Novak "outed" CIA agent Valerie Plame after her husband Joseph Wilson authored an OP-ED piece in The New York Times criticizing the motivations for waging war against Iraq. Even though there was evidence of involvement within the highest echelons of the Bush dictatorship, only one person, Lewis "Scooter" Libby, was indicted and convicted of "outing" Plame to Novak. And, despite the fact that this "outing" potentially endangered the lives of Plame's overseas contacts, Bush commuted Libby's thirty-month prison sentence, calling it "excessive."

Why the disparity? The answer is simple: The Plame "outing" served the interests of the military-industrial complex and helped to conceal the Bush dictatorship's lies, tortures and war crimes, while Wikileaks not only exposed such evils, but also revealed how Obama's administration, and Obama himself, are little more than "snake oil" merchants pontificating about government accountability while undermining it at every turn.

When the United States Constitution was being created, a conflict emerged between delegates who wanted a strong federal government (the Federalists) and those who wanted a weak federal government (the anti-Federalists). Although the Federalists won the day, one of the most distinguished anti-Federalists, George Mason, refused to sign the new Constitution, sacrificing in the process, some historians say, a revered place amongst America's founding fathers. Two of Mason's concerns were that the Constitution did not contain a Bill of Rights, and that the presidential pardon powers would allow corrupt presidents to pardon people who had committed crimes on presidential orders.

Mason's concerns about the abuse of the pardon powers were eventually proven right when Gerald Ford pardoned Richard Nixon, when Ronald Reagan pardoned FBI agents convicted of authorizing illegal break-ins, and when George H.W. Bush pardoned six individuals involved in the Iran-Contra Affair.

Mason was also proven right after the Federalists realized that the States would not ratify the Constitution unless a Bill of Rights was added. But this was done begrudgingly, as demonstrated by America's second president, Federalist John Adams, who essentially destroyed the right to freedom of speech via the Alien and Sedition Acts, which made it a crime to say, write or publish anything critical of the United States government.

Most criminals break laws that others have created, and people who assist in exposing or apprehending them are usually lauded as heroes. But with the "espionage" acts, the criminals themselves have actually created laws to conceal their crimes, and exploit these laws to penalize people who expose them.

The problem with America's system of government is that it has become too easy, and too convenient, to simply stamp "classified" on documents that reveal acts of government corruption, cover-up, mendacity and malfeasance, or to withhold them "in the interest of national security." Given this web of secrecy, is it any wonder why so many Americans are still skeptical about the "official" versions of the John F. Kennedy or Martin Luther King Jr. assassinations, or the events surrounding the attacks of September 11, 2001?

I want to believe that the Wikileaks documents will change America for the better. But what undoubtedly will happen is a repetition of the past: those who expose government crimes and cover-ups will be prosecuted or branded as criminals; new laws will be passed to silence dissent; new Liebermans will arise to intimidate the corporate-controlled media; and new ways will be found to conceal the truth.

What Wikileaks has done is make people understand why so many Americans are politically apathetic and content to lose themselves in one or more of the addictions American culture offers, be it drugs, alcohol, the Internet, video games, celebrity gossip, text-messaging-in essence anything that serves to divert attention from the harshness of reality.

the evils committed by those in power can be suffocating, and the sense of powerlessness that erupts from being aware of these evils can be paralyzing, especially when accentuated by the knowledge that government evildoers almost always get away with their crimes

8) If you publish results to your website and errors are found, we will accuse you of a Very Serious Error irregardless of severity (see point #1) and bemoan the press release you made about your results even though you won't remember making any press release about your results.

9) With regard to point #8 above, at extra cost and time to yourself you must employ someone to thoroughly check each monthly update before is is published online, even if this delays publication of the results till the end of the month. You might be surprised at this because no-one actually relies on such freshly published data anyway and aren't the many eyes of blog audit better than a single pair of eyes? Well that's irrelevant. See points #1 and #810) If you don't publish results promptly at the start of the month on the public website, but instead say publish the results to a private site for checks to be performed before release, we will accuse you of engaging in unscientific-like secrecy and massaging the data behind closed doors.

14) If any region/station shows a warming trend that doesn't match the raw data, and we can't understand why, we will accuse you of fraud and dismiss the entire record. Don't expect us to have to read anything to understand results.

15) You must provide all input datasets on your website. It's no good referencing NOAAs site and saying they "own" the GHCN data for example. I don't want their GHCN raw temperatures file, I want the one on your hard drive which you used for the analysis, even if you claim they are the same. If you don't do this we will accuse you of hiding the data and preventing us checking your results.

24. In the event that you comply with all of the above, we will point out that a mere hundred-odd years of data is irrelevant next to the 4.5 billion year history of Earth. So why do you even bother?

23) In the unlikely event that I haven't wasted enough of your time forcing you to comply with the above rules, I also demand to see all emails you have sent or will send during the period 1950 to 2050 that contain any of these keywords

22) We don't need any scrutiny because our role isn't important.

17) We will treat your record as if no alternative exists. As if your record is the make or break of Something Really Important (see point #1) and we just can't check the results in any other way.

16) You are to blame for any station data your team uses. If we find out that a station you use is next to an AC Unit, we will conclude you personally planted the thermometer there to deliberately get warming.

an article today by Roger Pielke Nr. (no relation) that posited the fascinating concept that thermometers are just as capricious and unreliable proxies for temperature as tree rings. In fact probably more so, and re-computing global temperature by gristlecone pines would reveal the true trend of global cooling, which will be in all our best interests and definitely NOT just those of well paying corporate entities.

even if authors were all trying to faithfully represent the world as they perceived it, why would we expect their perceptions to be any more universally true than anyone else's?

I can't see any reason to give any more weight to the implicit arguments of a novel than we would give to the explicit arguments of any individual person. And yet when we read a novel or study it in school, especially if it's a hallowed classic, we tend to treat its arguments as truths.

Professor Malamud and his collaborator, Cristian Pop-Eleches, an assistant professor of economics at Columbia University, did their field work in Romania in 2009, where the government invited low-income families to apply for vouchers worth 200 euros (then about $300) that could be used for buying a home computer. The program provided a control group: the families who applied but did not receive a voucher.

the professors report finding “strong evidence that children in households who won a voucher received significantly lower school grades in math, English and Romanian.” The principal positive effect on the students was improved computer skills.

few children whose families obtained computers said they used the machines for homework. What they were used for — daily — was playing games.

negative effect on test scores was not universal, but was largely confined to lower-income households, in which, the authors hypothesized, parental supervision might be spottier, giving students greater opportunity to use the computer for entertainment unrelated to homework and reducing the amount of time spent studying.

The North Carolina study suggests the disconcerting possibility that home computers and Internet access have such a negative effect only on some groups and end up widening achievement gaps between socioeconomic groups. The expansion of broadband service was associated with a pronounced drop in test scores for black students in both reading and math, but no effect on the math scores and little on the reading scores of other students.