Ethical intuitionism and the linguistic analogy

It is a central tenet of ethical intuitionism as defended by W. D. Ross and others that moral theory should reflect the convictions of mature moral agents. Hence, intuitionism is plausible to the extent that it corresponds to our well-considered moral judgments. After arguing for this claim, I discuss whether intuitionists offer an empirically adequate account of our moral obligations. I do this by applying recent empirical research by John Mikhail that is based on the idea of a universal moral grammar to a number of claims implicit in W. D. Ross’s normative theory. I argue that the results at least partly vindicate intuitionism

Differential effects of internal and external factors on the development of vocabulary, tense morphology and morpho-syntax in successive bilingual children

The present study investigates the effects of child internal (age/time) and child external/environmental factors on the development of a wide range of language domains in successive bilingual (L2) Turkish-English children of homogeneously low SES. Forty-three L2 children were tested on standardized assessments examining the acquisition of vocabulary and morpho-syntax. The L2 children exhibited a differential acquisition of the various domains: they were better on the general comprehension of grammar and tense morphology and less accurate on the acquisition of vocabulary and (complex) morpho-syntax. Profile effects were confirmed by the differential effects of internal and external factors on the language domains. The development of vocabulary and complex syntax were affected by internal and external factors, whereas external factors had no contribution to the development of tense morphology. These results are discussed in light of previous studies on the impact of internal and external factors in child L2 acquisition

A checklist for choosing between R packages in ecology and evolution

The open source and free programming language R is a phenomenal mechanism to address a multiplicity of challenges in ecology and evolution. It is also a complex ecosystem because of the diversity of solutions available to the analyst. Packages for R enhance and specialize the capacity to explore both niche data/experiments and more common needs. However, the paradox of choice or how we select between many seemingly similar options can be overwhelming and lead to different potential outcomes. There is extensive choice in ecology and evolution between packages for both fundamental statistics and for more specialized domain‐level analyses. Here, we provide a checklist to inform these decisions based on the principles of resilience, need, and integration with scientific workflows for evidence. It is important to explore choices in any analytical coding environment—not just R—for solutions to challenges in ecology and evolution, and document this process because it advances reproducible science, promotes a deeper understand of the scientific evidence, and ensures that the outcomes are correct, representative, and robust.York University Librarie

Persistence of the School Entry Age Effect in a System of Flexible Tracking

In Germany, the streaming of students into an academic or nonacademic track at age 10 can be revised at later stages of secondary education. To investigate the importance of such revisions, we use administrative data on the student population in the German state of Hessen to measure the persistence of school entry age’s impact on choice of secondary school track. Based on exogenous variation in the school entry age by birth month, we obtain regression discontinuity estimates for different cohorts and grades up to the end of secondary education. We show that the effect of original school entry age on a student’s later attending grammar school disappears exactly at the grade level in which educational institutions facilitate track modification.Education, identification, regression discontinuity design, instrumental variables, relative maturity

The Color of Childhood: The Role of the Child/Human Binary in the Production of Anti-Black Racism

The binary between the figure of the child and the fully human being is invoked with regularity in analyses of race, yet its centrality to the conception of race has never been fully explored. For most commentators, the figure of the child operates as a metaphoric or rhetorical trope, a non-essential strategic tool in the perpetuation of White supremacy. As I show in the following, the child/human binary does not present a contingent or merely rhetorical construction but, rather, a central feature of racialization. Where Black peoples are situated as objects of violence it is often precisely because Blackness has been identified with childhood and childhood is historically identified as the archetypal site of naturalized violence and servitude. I proceed by offering a historical account of how Black peoples came to inherit the subordination and dehumanization of European childhood and how White youth were subsequently spared through their partial categorization as adults

Scaling Construction Grammar up to Production Systems: the SCIM

While a great effort has concerned the development of fully integrated modular understanding systems, few researches have focused on the problem of unifying existing linguistic formalisms with cognitive processing models. The Situated Constructional Interpretation Model is one of these attempts. In this model, the notion of "construction" has been adapted in order to be able to mimic the behavior of Production Systems. The Construction Grammar approach establishes a model of the relations between linguistic forms and meaning, by the mean of constructions. The latter can be considered as pairings from a topologically structured space to an unstructured space, in some way a special kind of production rules

Aligning Mathematics Curriculum to Create Potential for Active Learning in Pre-K Through Eighth Grade Teacher Education

In this paper, we consider some issues surrounding the teaching of mathematics to pre-service teachers. In particular. we look at the possibilities for teaching elementary mathematics from an advanced standpoint and alignments of curriculum that have the capacity to enhance student involvement in the making of the mathematics.The particulars of the James Madison University curriculum are used to illustrate many of the points