Daili Li, Chao Zheng
Non-Hermitian Generalization of Rényi Entropy
Entropy (Basel, Switzerland)
randomized controlled trial 508 5yearold kindergarten children participated 257 delayed literacy skills belonged lowest quartile national standard literacy test tested hypothesis children susceptible schoolentry educational interventions peers due genetic makeup thus whether dopamine receptor d4 gene moderated intervention effects children randomly assigned control condition one two interventions involving computer programs tailored literacy needs delayed pupils living letters alphabetic knowledge living books text comprehension effects living books met criteria differential susceptibility carriers dopamine receptor d4 gene sevenrepeat allele onethird delayed group living books program important addition common core curriculum kindergarten effect size 056 whereas program affect children 009 sevenrepeat carriers benefited living letters noncarriers reflected effect sizes 063 034 respectively although differences fulfill statistical criteria differential susceptibility implications differential susceptibility education regarding crucial question works discussed