The Cognitive Reflection Test (CRT; Frederick, 2005) is designed to measure the tendency to override a prepotent response alternative that is incorrect and to engage in further reflection that leads to the correct response. It is a prime measure of the miserly information processing posited by most dual process theories. The original three-item test may be becoming known to potential participants, however. We examined a four-item version that could serve as a substitute for the original. Our data show that it (...) displays a.58 correlation with the original version and that it has very similar relationships with cognitive ability, various thinking dispositions, and with several other rational thinking tasks. Combining the two versions into a seven-item test resulted in a measure of miserly processing with substantial reliability (.72). The seven-item version was a strong independent predictor of performance on rational thinking tasks after the variance accounted for by cognitive ability and thinking dispositions had been partialled out. (shrink)

In signaling games, a sender has private access to a state of affairs and uses a signal to inform a receiver about that state. If no common association of signals and states is initially available, sender and receiver must coordinate to develop one. How do players divide coordination labor? We show experimentally that, if players switch roles at each communication round, coordination labor is shared. However, in games with fixed roles, coordination labor is divided: Receivers adjust their mappings more frequently, (...) whereas senders maintain the initial code, which is transmitted to receivers and becomes the common code. In a series of computer simulations, player and role asymmetry as observed experimentally were accounted for by a model in which the receiver in the first signaling round has a higher chance of adjusting its code than its partner. From this basic division of labor among players, certain properties of role asymmetry, in particular correlations with game complexity, are seen to follow. (shrink)

In The Slow Professor, Maggie Berg and Barbara K. Seeber discuss how adopting the principles of the Slow movement in academic life can counter the erosion of humanistic education.

According to Frantz Fanon, the psychological and social-political are deeply intertwined in the colonial context. Psychologically, the colonizers perceive the colonized as inferior and the colonized internalize this in an inferiority complex. This psychological reality is co-constitutive of and by material relations of power—the imaginary of inferiority both creates and is created by colonial relations of power. It is also in this context that violence takes on significant political import: violence deployed by the colonized to rebel against these colonial relations (...) and enact a different world will also be violent in its fundamental disruption of this imaginary. The ethics of care, on the other hand, does not seem to sit well with violence, and thus Fanon’s political theory more generally. Care ethics is concerned with everything we do to maintain and repair our worlds as well as reasonably possible. Violence, which ruptures our psycho-affective, material, and social-political realities, seems antithetical to this task. This article seeks to reconsider this apparent antinomy between violence and care via a dialogue between Fanon and the ethics of care. In so doing, this article mobilizes a relational conceptualization of violence that allows for the possibility that certain violences may, in fact, be justifiable from a care ethics perspective. At the same time, I contend that violence in any form will also eventually demand a caring response. Ultimately, this productive reading of Fanon’s political theory and the ethics of care encourages both postcolonial philosophers and care ethicists alike to examine critically the relation between violence and care, and the ways in which we cannot a priori draw lines between the two. (shrink)

In her 2015 article, Helena Olofsdotter Stensöta notes that ‘the ethics of care is often used as a lens to dissect the current arrangement of care provision (or rather non-care provision) in polici...

A perennial debate in the field of global ethics revolves around the possibility of a universalist ethics as well as arguments over the nature, and significance, of difference for moral deliberation. Decolonial literature, in particular, increasingly signifies a pluriverse – one with radical ontological and epistemological differences. This book examines the concept of the pluriverse alongside global ethics and the ethics of care in order to contemplate new ethical horizons for engaging across difference. Offering a challenge to the current state (...) of the field, this book argues for a rethinking of global ethics as it has been conceived thus far. (shrink)

Maggie Günsberg explores the intersection between gender portrayal and other social categories of class, age and the family in the Italian theatre from the Renaissance to the present day. She examines the developing relationship between patriarchal strategies and the formal properties of the dramatic genre such as plot, comedy and realism. She also considers conventions specific to drama in performance, including images of both femininity and masculinity. An interdisciplinary approach, drawing on semiotics, psychoanalysis, philosophy, theories of spectatorship and dramatic (...) theory from a feminist perspective, informs Günsberg's critique of landmarks in Italian theatrical history, including work by Machiavelli, Ariosto, Goldoni, D'Annunzio and Pirandello. The book concludes with a chapter on the plays of Franca Rame, assessing the impact of this important figure on contemporary Italian theatre. (shrink)

Summary The paper reports the results of a longitudinal case study conducted in Australia and New Zealand. The study compares the reading and comprehension age of children in their fifth and sixth years in school. Reading and comprehension ages of 121 children who had Reading Recovery intervention at age 6 were compared with those of a Comparison group of 121 children, drawn from the same classes who, at age 6 years, had been better performers in literacy. Reading and comprehension assessment (...) was conducted with the use of the Neale Analysis of Reading and analysed by means of a t?test. Results show that the mean reading age of ex?Reading Recovery children was nearly 12 months superior to that of the Comparison group and that the mean comprehension age was nearly 13 months superior at very highly significant levels. The results strongly suggest that Reading Recovery tuition at age 6 years enabled the 121 ex?Reading Recovery children to make greater progress in literacy than children in the Comparison group. (shrink)

Basic research is often weird, and it's often boring. It's the years spent mapping the neurons of zebra fish, so that future scientists can have a more detailed biological model to work with. It's the chemical analysis that has to happen, so that two decades from now somebody else can discover a new cancer-fighting drug. Basic research is about curiosity, and knowledge for knowledge's sake. By it's very nature, basic research relies on public funding. But by it's very nature, it's (...) hard to explain how the public benefits from the basic research we fund. (shrink)

This paper explores the moments of overlap between Augustine’s pedagogical approach in De magistro and feminist theories of care. I argue that Augustine not only offers a useful model for those who wish to reclaim the centrality of students within education. He also encourages us to critique the narrative that women are more ‘naturally’ suited for caring relationships. I conclude by outlining the benefits of such critique. What do we gain when we allow a diversity of gendered experiences to inform (...) the practice of care in the classroom? (shrink)

Many feminist philosophers of education have argued that the teacher's pleasure plays an important role in the classroom. However, accessing such pleasure is often easier said than done. Given our current academic climate, how might teachers develop pedagogical practices that cultivate these delights? This article investigates the (rather surprising) response to this question offered in Augustine's De catechizandis rudibus. Despite his reputation as a pleasure-hater, Augustine spends the majority of his text defending the delights of teaching. In particular, Augustine argues (...) that if teachers wish to find pleasure in teaching, they would do well to study the pleasures of mothers. To this end, I analyse the nature of Augustine's maternal appeal. What insight does Augustine find in the experiences of mothers? In what way does he hope his colleagues will allow these experiences to shape their pedagogies? I conclude by exploring the benefits and the risks of Augustine's claim for those who teach in the contemporary feminist classroom. Augustine's defence of pedagogical pleasure suggests that he shares a common interest with feminist philosophers. But, the social/political limits of his account highlight the value of submitting such pleasures to the terms of feminist critique. (shrink)

Children are presumptively regarded as incompetent to make their own medical decisions, and the responsibility for making such decisions typically falls to parents. Parental authority is not unlimited, however, and ethical guidelines identifying appropriate bounds on this authority are needed. One proposal currently gaining support is the Harm Threshold (HT), which asserts that the state may only legitimately intervene in parental decision-making when serious and preventable harm to children is likely. This paper considers two questions: in virtue of what underlying (...) principle or property does the HT gain its purported justification?; and does this underlying principle or property ground the HT as its proponents conceive of it? I identify two separate grounds represented in the literature: (i) J.S. Mill’s Harm Principle; and (ii) the liberty interests of parents. I find that the HT is not sufficiently grounded in either of these, revealing a substantial conceptual difficulty for its advocates. (shrink)

The Harm Threshold (HT) holds that the state may interfere in medical decisions parents make on their children’s behalf only when those decisions are likely to cause serious harm to the child. Such a high bar for intervention seems incompatible with both parental obligations and the state’s role in protecting children’s well-being. In this paper, I assess the theoretical underpinnings for the HT, focusing on John Stuart Mill’s Harm Principle as its most plausible conceptual foundation. I offer (i) a novel, (...) text-based argument showing that Mill’s Harm Principle does not give justificatory force to the HT; and (ii) a positive account of some considerations which, beyond significant harm, would comprise an intervention principle normatively grounded in Mill’s ethical theory. I find that substantive recommendations derived from Mill’s socio-political texts are less _laissez-faire_ than they have been interpreted by HT proponents. Justification for state intervention owes not to the severity of a harm, but to whether that harm arises from the failure to satisfy one’s duty. Thus, a pediatric intervention principle derived from Mill ought not to be oriented around the _degree_ of harm caused by a parent’s healthcare decision, but rather, the _kind_ of harm—specifically, whether the harm arises from violation of parental obligation. These findings challenge the interpretation of Mill adopted by HT proponents, eliminating a critical source of justification for a protected domain of parental liberty and reorienting the debate to focus on parental duties. (shrink)

In this article, the authors explore the interaction of language and culture through a metaphorical analysis of the ideas written of in Gregory Stock's book, Metaman, as well as explain how education shares the implicit assumptions of Metaman, thus perpetuating and strengthening a modern-day discourse that embeds a technological manifest destiny enveloped in deficiency as a guiding metaphor.

Many critics of dual-process models have mistaken long lists of descriptive terms in the literature for a full-blown theory of necessarily co-occurring properties. These critiques have distracted attention from the cumulative progress being made in identifying the much smaller set of properties that truly do define Type 1 and Type 2 processing. Our view of the literature is that autonomous processing is the defining feature of Type 1 processing. Even more convincing is the converging evidence that the key feature of (...) Type 2 processing is the ability to sustain the decoupling of secondary representations. The latter is a foundational cognitive requirement for hypothetical thinking. (shrink)

Catalogue typologique de la céramique du IVe s. av. J.-C. au IIe s. ap. trouvée dans les fouilles du sanctuaire d'Aphrodite. L'absence de dépôt fermé de cette époque a amené- à écarter la céramique commune. Cette céramique se répartit entre les catégories suivantes : céramique à vernis noir, importations attiques et autres, et production locale (plats et assiettes, coupes et bols skyphoi, canthares, formes fermées) — céramique hellénistique à engobe noir et rouge (plats et assiettes, coupes et bols, cratères, skyphoi, (...) vases à relief, cruches et lagynoi) — sigillé orientale A hellénistique (plats et assiettes, coupes et bols), proto-impériale (mêmes formes) et médio- impériale (mêmes formes) ; imitation de la sigillée orientale A. — La sigillée orientale Β n'est représentée que par une forme — sigillée italienne (mêmes formes) — sigillée chypriote (plats et assiettes, coupes et bols, cratères, formes fermées). Étude de l'apport de cette céramique à la chronologie du sanctuaire. (shrink)

Many low-income college students are barred from food assistance for no reason other than the fact that they are pursuing a college education. Based on 22 interviews that capture the experiences of food insecure college students as they attempt to navigate SNAP, this study shows how low enrollment in the program and food insecurity are the predictable outcomes of policy decisions intended to restrict access to both free public higher education and public assistance in the 1980’s and 1990’s and were (...) shaped by the racialized politics of deservingness. By documenting the barriers students encounter attempting to access food assistance, this study shows how these policies play out in the lives of students at the City University of New York today. Ultimately, the politics of deservingness create significant direct and indirect barriers to SNAP enrollment for students and limit policy makers’ and advocates’ attempts to expand SNAP and address food insecurity on college campuses. (shrink)

Wason's standard 2-4-6 task requires discovery of a single rule and leads to around 20% solutions, whereas the dual goal (DG) version requires discovery of two rules and elevates solutions to over 60%. We report an experiment that aimed to discriminate between competing accounts of DG facilitation by manipulating the degree of complementarity between the to-be-discovered rules. Results indicated that perfect rule complementarity is not essential for task success, thereby undermining a key tenet of the goal complementarity account of DG (...) facilitation. The triple heterogeneity account received a good degree of support since more varied triple exploration was associated with facilitatory DG conditions, in line with this account's prediction that task success is associated with the creative search of the problem space. The contrast class account (an extension of Oaksford & Chater's, 1994, iterative counterfactual model) was also corroborated in that the generation of descending triples was demonstrated to be the dominant predictor of DG success. We focus our discussion on conceptual ideas relating to the way in which iterative counterfactual testing and contrast class identification may work together to provide a powerful basis for effective hypothesis testing. (shrink)

Les cinq articles réunis dans ce dossier sont le résultat d’une journée d’étude sur le change dans l’économie antique organisée à Lille 3 le 24 avril 2015. Ils traitent de l’organisation du change à l’époque hellénistique en s’arrêtant plus particulièrement aux exemples de Délos et de l’Égypte, où la richesse des inscriptions et des papyrus fait apparaître deux situations très différentes : le change était libre dans la place commerciale de Délos, alors qu’il était soumis à un monopole royal en (...) Égypte ptolémaïque. Une analyse approfondie de la documentation permet d’observer ce que cela entraîne pour la circulation des monnaies, l’établissement des taux de change et le statut des changeurs dans les deux régions. Cette rencontre a également permis de confronter les points de vue divergents des auteurs sur l’allagè et le kollybos ptolémaïque. Les trois derniers articles mettent en évidence les différences d’interprétation qui en découlent. (shrink)

L’article reprend la question du rapport de valeur entre les monnayages de bronze et d’argent en Égypte ptolémaïque et s’interroge sur les effets de la «grande mutation » monétaire et comptable qui eut lieu à la fin du IIIe s. av. J. ‑C. Le monnayage de bronze est réorganisé sur la base d’un système décimal qui abolit le taux de change traditionnel entre les monnaies divisionnaires de bronze (chalques et oboles) et le statère d’argent. Cette réforme ne fait pourtant pas (...) disparaître l’allagè de 2,5 oboles par statère attestée à partir de 260 av. J. ‑C. Au IIe s. av. J.-C., le change reste un monopole royal, mais il est réorganisé et les changeurs chargés d’appliquer la réforme perçoivent une taxe sur le change intitulée kollybos. (shrink)

Στή σκηνή πού παριστάνεται στήν « κύλικα τῆς Μερόης », πολλοί θέλησαν νά διακρίνουν τόν βασιλέα Βόκχορι, τόν βασιλέα Σολομῶντα ἤ καί τόν Αὔγουστο μέ ἀλληγορία τῆς Αἰγύπτου. Ή κύλικα ἀνακαλύφθηκε στή βασιλική νεκρόπολη, στά περίχωρα τῆς πυραμίδας τοῦ βασιλέα Άμενιχαμπάλ, καί βρίσκεται σήμερα στό Museum of Fine Arts τῆς Βοστώνης. Οἱ συγγραφείς τοῦ ἄρθρου ἐρμηνεύουν τή σκηνή σάν ἐπεισόδιο ἀπό τήν τραγωδία τῆς Μήδειας : ὁ Κρέων καθισμένος στό ἕδρανο καί ἕνας φρουρός πού ἑτοιμάζεται νά ἐκτελέσει τίς διαταγές του, (...) ἡ Μήδεια μέ τά παιδιά της καί ὁ παιδαγωγός πού πρόκειται νά τά περιμαζέψει. Ή κύλικα τοποθετεῖται μέσα στά πλαίσια τῆς τορευτικῆς τέχνης στις ἀρχές τῶν αὐτοκρατορικῶν χρόνων καί συζητείται ή προέλευση ἀπό ἐργαστήριο τῆς 'Αλεξάνδρειας ἤ τῆς Ρώμης. Προτείνεται νά συνδεθεῖ μέ τήν ἀποστολή ἀπό τό Νέρωνα ἐκστρατευτικοῦ σώματος στή Νουβία, τό 61 μ.Χ. καί νά θεωρηθεῖ σάν διπλωματικό δῶρο, προσφορά τοῦ αὐτοκράτορα στό βασιλέα τῆς Μερόης. (shrink)

Strabon rapporte que le gymnase d'Alexandrie était l'un des plus beaux édifices de la capitale, et cite ses portiques, son tribunal et ses bosquets. L'article étudie cette description à la lumière des sources papyrologiques et littéraires, et observe la transformation progressive du gymnase en centre administratif et juridique de la province romaine d'Egypte. D'autres gymnases, et en particulier celui de Cyrène, témoignent de la même transformation du point de vue archéologique, et permettent d'avancer une hypothèse sur la situation topographique du (...) gymnase d'Alexandrie. (shrink)