@article{DumontReady2023,
  author    = {Dumont, Hanna and Ready, Douglas D. D.},
  title     = {On the promise of personalized learning for educational equity},
  series = {npj science of learning},
  volume    = {8},
  journal   = {npj science of learning},
  number    = {1},
  publisher = {Nature Publishing Group},
  address   = {London},
  issn      = {2056-7936},
  doi       = {10.1038/s41539-023-00174-x},
  pages     = {6},
  year      = {2023},
  abstract  = {Students enter school with a vast range of individual differences, resulting from the complex interplay between genetic dispositions and unequal environmental conditions. Schools thus face the challenge of organizing instruction and providing equal opportunities for students with diverse needs. Schools have traditionally managed student heterogeneity by sorting students both within and between schools according to their academic ability. However, empirical evidence suggests that such tracking approaches increase inequalities. In more recent years, driven largely by technological advances, there have been calls to embrace students' individual differences in the classroom and to personalize students' learning experiences. A central justification for personalized learning is its potential to improve educational equity. In this paper, we discuss whether and under which conditions personalized learning can indeed increase equity in K-12 education by bringing together empirical and theoretical insights from different fields, including the learning sciences, philosophy, psychology, and sociology. We distinguish between different conceptions of equity and argue that personalized learning is unlikely to result in "equality of outcomes" and, by definition, does not provide "equality of inputs". However, if implemented in a high-quality way, personalized learning is in line with "adequacy" notions of equity, which aim to equip all students with the basic competencies to participate in society as active members and to live meaningful lives.},
  language  = {en}
}
@article{MichałowskiWiwatowskaWeymar2020,
  author    = {Michałowski, Jarosław M. and Wiwatowska, Ewa and Weymar, Mathias},
  title     = {Brain potentials reveal reduced attention and error-processing during a monetary Go/No-Go task in procrastination},
  series = {Scientific reports},
  volume    = {10},
  journal   = {Scientific reports},
  number    = {1},
  publisher = {Macmillan Publishers Limited, part of Springer Nature},
  address   = {London},
  issn      = {2045-2322},
  doi       = {10.1038/s41598-020-75311-2},
  pages     = {12},
  year      = {2020},
  abstract  = {Procrastination is a self-regulatory problem of voluntarily and destructively delaying intended and necessary or personally important tasks. Previous studies showed that procrastination is associated with executive dysfunctions that seem to be particularly strong in punishing contexts. In the present event-related potential (ERP) study a monetary version of the parametric Go/No-Go task was performed by high and low academic procrastinators to verify the influence of motivational context (reward vs. punishment expectation) and task difficulty (easy vs. hard) on procrastination-related executive dysfunctions. The results revealed increased post-error slowing along with reduced P300 and error-related negativity (ERN) amplitudes in high (vs. low) procrastination participants-effects that indicate impaired attention and error-related processing in this group. This pattern of results did not differ as a function of task difficulty and motivation condition. However, when the task got more difficult executive attention deficits became even more apparent at the behavioral level in high procrastinators, as indexed by increased reaction time variability. The findings substantiate prior preliminary evidence that procrastinators show difficulties in certain aspects of executive functioning (in attention and error processing) during execution of task-relevant behavior, which may be more apparent in highly demanding situations.},
  language  = {en}
}
@article{BrandWolffThieme2014,
  author    = {Brand, Ralf and Wolff, Wanja and Thieme, Detlef},
  title     = {brief implicit attitude test identifies substance abuse in bodybuilders},
  series = {Substance abuse treatment, prevention, and policy},
  volume    = {9},
  journal   = {Substance abuse treatment, prevention, and policy},
  publisher = {BioMed Central},
  address   = {London},
  issn      = {1747-597X},
  doi       = {10.1186/1747-597X-9-36},
  pages     = {10},
  year      = {2014},
  abstract  = {Methods: We approached a group of 61 male competitive bodybuilders and collected urine samples for biochemical testing. The pictorial doping Brief Implicit Association Test (BIAT) was used for attitude measurement. This test quantifies the difference in response latencies (in milliseconds) to stimuli representing related concepts (i.e. doping-dislike/like-[health food]).},
  language  = {en}
}