Abstract
The concept of ‘non-cognitive skills’ was introduced by sociologists Bowles and Gintis (1976) as a catch-all phrase to distinguish factors other than those measured by cognitive test scores such as literacy and numeracy. The term “non-cognitive”, however, creates a “false dichotomy” between cognitive abilities and what are often seen as psychosocial or soft skills (Farrington et al., 2012).
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Gutman, L.M., Schoon, I. (2016). A Synthesis of Causal Evidence Linking Non-Cognitive Skills to Later Outcomes for Children and Adolescents. In: Khine, M.S., Areepattamannil, S. (eds) Non-cognitive Skills and Factors in Educational Attainment. Contemporary Approaches to Research in learning Innovations. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-591-3_9
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