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Psicothema was founded in Asturias (northern Spain) in 1989, and is published jointly by the Psychology Faculty of the University of Oviedo and the Psychological Association of the Principality of Asturias (Colegio Oficial de Psicólogos del Principado de Asturias).
We currently publish four issues per year, which accounts for some 100 articles annually. We admit work from both the basic and applied research fields, and from all areas of Psychology, all manuscripts being anonymously reviewed prior to publication.

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Psicothema, 2009. Vol. Vol. 21 (nº 3). 446-452




Educación y capital humano

Roberto Colom

Universidad Autónoma de Madrid

El hecho natural de la existencia de diferencias individuales de capacidad posee sustanciales repercusiones en la educación básica y superior, así como en el mundo de la ciencia, la innovación y la empresa. Los científicos son reacios a exponer cuáles pueden ser las consecuencias reales de la variabilidad humana. Sin embargo, promover el desarrollo exige debatir abiertamente cuáles pueden ser las líneas básicas de una actuación decidida, vinculada a ese hecho natural, dirigida a mejorar la actual situación. Basándose en que el talento no está igualmente distribuido en la población, se propone instaurar políticas de: (a) rendición de cuentas a los educadores; (b) captación del talento en la escuela, la ciencia y la empresa; y (c) libre mercado de contratación de profesores y de captación de estudiantes en la universidad.

Education and human capital. Individual differences in cognitive ability are real. This fact of nature has pervasive effects on education, science, innovative research, and the labour force. Scientists are reluctant to underscore the actual consequences of human variability. However, improving development requires open discussions about the basic ways thought to promote the current state of affairs, straightforwardly connected to this human variability. Based on the fact that there are large ability differences in the population, several guidelines are highlighted: (a) individual educators must demonstrate the effectiveness of their work at schools; (b) gifted people must be recruited at the school, in the world of science, and in the labour force; and (c) universities must adopt a free market both for hiring professors and attracting students.

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