It has been argued that infants possess a rich, sophisticated theory of mind that is only revealed with tasks based on spontaneous responses. A mature theory of mind implies the understanding that mental states are person-specific. Previous studies on infants’ understanding of motivational mental states such as goals and preferences have revealed that, by 9 months of age, infants do not generalize these motivational mental states across agents. However, it remains to be determined if infants also perceive epistemic states as (...) person-specific. Therefore, the goal of the present study was to use a switch agent paradigm with the classic false belief violation-of-expectation task. Results revealed that 16-month-old infants attributed true and false beliefs to a naïve agent—they did not perceive beliefs as person-specific. These findings indicate that infants’ understanding of beliefs is not as sophisticated as the rich mentalistic view suggests. (shrink)

Early childhood is characterized by many cognitive developmentalists as a period of considerable change with respect to representational format. Dienes & Perner present a potentially viable theory for the stages involved in the increasingly explicit representation of knowledge. However, in our view they fail to map their multi-level system of explicitness onto cognitive developmental changes that occur in the first years of life. Specifically, we question the theory's heuristic value when applied to the development of early mind reading and categorization. (...) We conclude that the authors fail to present evidence that dispels the view that knowledge change in these areas is dichotomous. (shrink)

Tomasello et al. have presented a position that is grounded in a conservative perspective of cultural learning, as well as in a rich interpretation of recent findings in early social cognition. Although I applaud their theoretical framework, I argue that data from studies of human infants are not necessarily consistent with the developmental picture that they describe.

Carey proposes a theory of conceptual development that specifies innate conceptual representations that get learning started. Those representations are the output of innate domain-specific input analyzers. I contend that innate core cognition about agency is itself a gradual construction and that the role of Quinian bootstrapping needs elaboration to account for the development of intuitive theories of psychology.

Müller attempts to downplay cases of dissociation between language and cognition as evidence against the modularity of language. We review cases of associations between verbal and nonverbal abilities as further evidence against the notion of language as an autonomous subsystem. We also point out a discrepancy between his proposal of homologies between nonhuman primates' communication and human language and recent proposals on the evolution of language.

In the target article, Clark and Fischer argue that little is known about children's perceptions of social robots. By reviewing the existing literature we demonstrate that infants and young children interact with robots in the same ways they do with other social agents. Importantly, we conclude children's understanding that robots are artifacts (e.g., not alive) develops gradually during the preschool years.

There are several three-valued logical systems that form a scattered landscape, even if all reasonable connectives in three-valued logics can be derived from a few of them. Most papers on this subject neglect the issue of the relevance of such logics in relation with the intended meaning of the third truth-value. Here, we focus on the case where the third truth-value means unknown, as suggested by Kleene. Under such an understanding, we show that any truth-qualified formula in a large range (...) of three-valued logics can be translated into KD as a modal formula of depth 1, with modalities in front of literals only, while preserving all tautologies and inference rules of the original three-valued logic. This simple information logic is a two-tiered classical propositional logic with simple semantics in terms of epistemic states understood as subsets of classical interpretations. We study in particular the translations of Kleene, Gödel, ᴌukasiewicz and Nelson logics. We show that Priest’s logic of paradox, closely connected to Kleene’s, can also be translated into our modal setting, simply by exchanging the modalities possible and necessary. Our work enables the precise expressive power of three-valued logics to be laid bare for the purpose of uncertainty management. (shrink)

In this paper, we report on the development and validity of the Professional Decision-Making in Research measure, a vignette-based test that examines decision-making strategies used by investigators when confronted with challenging situations in the context of empirical research. The PDR was administered online with a battery of validity measures to a group of NIH-funded researchers and research trainees who were diverse in terms of age, years of experience, types of research, and race. The PDR demonstrated adequate reliability and parallel form (...) correlation. As hypothesized, the PDR was significantly negatively correlated with narcissism, cynicism, moral disengagement, and compliance disengagement; it was not correlated with socially desirable responding. In regression analysis, the strongest predictors of higher PDR scores were low compliance disengagement, speaking English as a native language, conducting clinical research with human subjects, and low levels of narcissism. Given that the PDR was written at an eighth grade reading level to be suitable for use with English as a second language participants and that only one-fourth of items focused on clinical research, further research into the possible roles of culture and research ethics training across specialties is warranted. This initial validity study demonstrates the potential usefulness of the PDR as an educational outcome assessment measure and a research instrument for studies on professionalism and integrity in research. (shrink)

In this paper, we report on the development and validity of the Professional Decision-Making in Research measure, a vignette-based test that examines decision-making strategies used by investigators when confronted with challenging situations in the context of empirical research. The PDR was administered online with a battery of validity measures to a group of NIH-funded researchers and research trainees who were diverse in terms of age, years of experience, types of research, and race. The PDR demonstrated adequate reliability and parallel form (...) correlation. As hypothesized, the PDR was significantly negatively correlated with narcissism, cynicism, moral disengagement, and compliance disengagement; it was not correlated with socially desirable responding. In regression analysis, the strongest predictors of higher PDR scores were low compliance disengagement, speaking English as a native language, conducting clinical research with human subjects, and low levels of narcissism. Given that the PDR was written at an eighth grade reading level to be suitable for use with English as a second language participants and that only one-fourth of items focused on clinical research, further research into the possible roles of culture and research ethics training across specialties is warranted. This initial validity study demonstrates the potential usefulness of the PDR as an educational outcome assessment measure and a research instrument for studies on professionalism and integrity in research. (shrink)

State Medical Boards (SMBs) can take severe disciplinary actions (e.g., license revocation or suspension) against physicians who commit egregious wrongdoing in order to protect the public. However, there is noteworthy variability in the extent to which SMBs impose severe disciplinary action. In this manuscript, we present and synthesize a subset of 11 recommendations based on findings from our team’s larger consensus-building project that identified a list of 56 policies and legal provisions SMBs can use to better protect patients from egregious (...) wrongdoing by physicians. (shrink)

This article is about an intervention introducing prehistoric life in primary education. Its objectives were to foster openness and interest for prehistory and archaeology, as well as content knowledge and conceptual learning with a focus on four main facets: basic knowledge about prehistoric life; conceptual learning/change regarding prehistory; learning about archaeologists and archaeology as a scientific discipline; and learning about interactions of archaeology and other disciplines. Students participated in two workshops about the creation of a prehistoric object, highlighting the close (...) interaction between the natural sciences and humanities within archaeology. The workshop emphasised dialogue between students, teachers and researchers, as well as active participation by the students. The educational effects of the workshops were studied using a pre-post design. Results show that the workshops had sizeable positive effects on both affective and cognitive variables. The appreciation of the workshops ranged from ≈ 70 to 90% for interest, perceived educational value and further aspects. We also found a positive impact of the intervention on cognitive variables, e.g. for several elements of key knowledge about prehistory. Regarding conceptual learning, we found improved understanding of the link between climate change and long-term changes in wildlife in a given area. A positive impact was also found for the understanding of archaeology encompassing both humanities and the natural sciences. No differences of the various outcomes were found between girls and boys; the workshops appear suitable for both genders. We conclude with a discussion of the interpretation of our findings, of some limitations and possible improvements, and of future perspectives, in particular for further classroom implementation. (shrink)

The Abidjan School is a school of thought that developed in the 1980s and 1990s in the Côte d'Ivoire inspired by the work of Louis-Joseph Lebret and Amartya Sen. It follows the empirical approach i...

L’Afrique a participé jusqu’a présent, souvent à titre de laboratoire, au développement de la science occidentale. Les défis rencontrés par la théorie critique aujourd’hui sont l’instrumentalisation de la théorie par les gouvernements, la prolifération de pratiques critiques diverses, notamment écologique, et surtout l’émergence d’un capitalisme de l’image et de l’affect. C’est en relation avec la Chine que l’Afrique peut apporter de nouvelles réponses et relever ces défis.

In France and in Quebec, the training objectives of education professionals are now contained in repositories of skills. The French repository is strongly influenced by the figure of the ‘reflective practitioner’ (Schön, 1983). This paper presents a training device for future professionals of teaching and education that focuses on interactions between students through the use of practices writing groups, an inter-student correspondence and ‘cooperative institutions’. By analysing some of the materials collected for research purposes during the training, comprehension assumptions are (...) offered about the subjective rearrangements experienced by students and the device capabilities to promote an appropriate acquisition of professional position. (shrink)

L. Dubois, Ή αναθηματική επιγραφή ενός μικρού χάλκινου 'Απόλλωνα. σ. 531-534 Τό χάλκινο αγαλματίδιο αυστηρού ρυθμού ενός 'Απόλλωνα άπό τή Συλλογή της Κόμησσας de Béhague, φέρει μιαν αναθηματική επιγραφή «τας Αρτάμιτος : ΑΠΟΙΟΠΟΙΟΝ τας Ηεμερας» τής οποίας αμφισβητήθηκε ή αυθεντικότητα. Άφου εξετάστηκαν οί διάφορες έρμηνεϊες πού είχαν διατυπωθεί, προτείνουμε τήν ανάγνωση άπό Ίθμίον καί τήν ταύτιση μέ νικητή στους αγώνες των Ίσθμίων, παρά τήν απουσία αντίστοιχων παραδειγμάτων.

L'inscription mantinéenne publiée dans la livraison précédente du BCH suscite plusieurs remarques philologiques et dialectologiques : l'accentuation des textes dialectaux, la psilose, les conjonctions πάρος et άφῶτε, le choix entre νόμος et νομός, l'analyse des infinitifs aoristes άπονιγκήν et δεϜαλῶσαι, la construction de l'adverbe dorien ποτεχεΐ, le sens du terme nouveau θεσμοτοαρός, le couple toponymique Έλισών/ΈλισϜάσιοι.

In this article, the authors, as researchers, are part of a clinical approach to psychoanalytic orientation in education sciences, questioning their research approach during an investigation on the expulsion from classrooms in secondary school in France. Trying to compare themselves to different types of collaborative research, they analyse the modalities of relationship they tried to implement during this research ‘with’ subjects, including teenagers students they have interviewed.

The medieval Church's concern with moral reform contributed to the emergence of a genre of literature in the thirteenth century dedicated to the vices and virtues. Inspired by monastic and scholastic traditions, treatises such as Laurent d'Orléans's Somme le roi encouraged the avoidance of sin and provided the faithful with a moral taxonomy that ultimately ensured their access to heaven. Marguerite Porete's Mirror of Simple Souls and Meister Eckhart's Discourses of Instruction challenge this virtue-centered approach to salvation. Relying on their (...) shared claim that the fall of the just man is in fact a virtue, this essay argues that their moral theology is grounded not on the a posteriori act of penance needed for salvation, but on the a priori consent of the will. This alternative view of moral life finds support in previous strands of the Christian tradition, and in particular in Peter Abelard's theory of intentionalism. (shrink)

La nouvelle sociologie des sciences réunit un ensemble d'études consacrées aux programmes de recherche dits " fort " et " constructiviste ". Ces programmes, véritables orthodoxies en sociologie des sciences, ont en commun de se focaliser sur le processus de la recherche et d'en donner une représentation singulière : " relativiste " pour le premier, " contingentiste " pour le second. Là où les ouvrages existants consacrés à ces programmes prennent essentiellement le parti de la description, il revendique celui de (...) l'analyse critique. Il propose une réflexion d'ensemble sur les limites de ces approches sociologiques et sur la représentation des sciences qui s'y rapportent : limites de la conception générale de l'explication sociologique et de ses applications, du caractère inédit de ses thèses et principes généraux, de la transposition de données et démarches venues de disciplines voisines, etc. L'ouvrage vient à la suite de l'affaire Sokal au cours de laquelle les représentants de la " nouvelle sociologie des sciences " ont été ouvertement pris à parti par une partie de la communauté scientifique. Il n'invite pas à l'abandon de l'analyse sociologique du processus de recherche mais à une redéfinition des modalités de cette analyse. (shrink)