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{
    "pk": 28336,
    "title": "Taking Whorf to School: Does Language Reform Improve Student Learning?",
    "subtitle": null,
    "abstract": "East Asian students routinely outperform American peers in mathematics. One source of this learning gap may be linguis-tic, such as explicitly naming part-whole relations in fractions (e.g., of four parts, one in Korean vs. one-fourth in English).Our study examined whether adopting such language would improve American children’s number-line estimates. To testthis, 83 10-year-olds were read fractions using either Korean-style or English names over pretest, training, and posttest. Inboth conditions, number-line problems either had no landmarks, landmarks that matched the denominator, or landmarksthat did not match the denominator. As expected, we observed a session by problem type interaction (F=2.71, p¡.05),indicating that feedback improved accuracy most for problems involving matching landmarks. Surprisingly, the effect ofKorean naming was to reduce accuracy across all problems and test phases (ps ¡ .01). Results offer an important warningagainst linguistic reform that may be harmful for American students.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [],
    "section": "Abstracts-Posters",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/7t52w34x",
    "frozenauthors": [
        {
            "first_name": "John",
            "middle_name": "",
            "last_name": "Opfer",
            "name_suffix": "",
            "institution": "The Ohio State University",
            "department": ""
        },
        {
            "first_name": "Dan",
            "middle_name": "",
            "last_name": "Kim",
            "name_suffix": "",
            "institution": "The Ohio State University",
            "department": ""
        },
        {
            "first_name": "Pooja",
            "middle_name": "",
            "last_name": "Sidney",
            "name_suffix": "",
            "institution": "Kent State University",
            "department": ""
        },
        {
            "first_name": "Charles",
            "middle_name": "",
            "last_name": "Fitzsimmons",
            "name_suffix": "",
            "institution": "Kent State University",
            "department": ""
        },
        {
            "first_name": "Clarissa",
            "middle_name": "",
            "last_name": "Thompson",
            "name_suffix": "",
            "institution": "Kent State University",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2018-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28336/galley/18041/download/"
        }
    ]
}