Area:
Psychometrics Psychology, Social Psychology
We are testing a new system for linking grants to scientists.
The funding information displayed below comes from the
NIH Research Portfolio Online Reporting Tools and the
NSF Award Database.
The grant data on this page is limited to grants awarded in the United States and is thus partial. It can nonetheless be used to understand how funding patterns influence mentorship networks and vice-versa, which has deep implications on how research is done.
You can help! If you notice any innacuracies, please
sign in and mark grants as correct or incorrect matches.
Sign in to see low-probability grants and correct any errors in linkage between grants and researchers.
High-probability grants
According to our matching algorithm, Frederick L. Smyth is the likely recipient of the following grants.
Years |
Recipients |
Code |
Title / Keywords |
Matching score |
2006 — 2010 |
Nosek, Brian [⬀] Smyth, Frederick |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Implicit Cognition in Stem Education @ University of Virginia Main Campus
The Implicit Cognition in STEM Education project (I.C.STEM) will test specific hypotheses about the development and influence of implicit STEM cognitions in student performance, especially for girls and non-Asian minority students, members of groups known for disproportionate attrition from the STEM pipeline. Recent studies have demonstrated that implicit attitudes and stereotypes predict important STEM outcomes like self-identification with the domain, engineering test performance, and college calculus grades. The current project takes advantage of a natural experiment: It will include girls attending a single-sex, inner-city charter school in Chicago that uses a randomized lottery to select its students, girls who had applied to the lottery but were not selected, and a comparison group of students in a ethnically diverse school system in Florida. The researchers will make use of experimental, quasi-experimental, observational, and longitudinal designs and multiple measures and analytic methods so as to be able to make causal claims about the interaction of different factors, such as single-sex and coed classrooms, determining STEM attitudes, persistence, and performance.
|
0.915 |