Teleological Essentialism: Generalized

Natural/social kind essentialism is the view that natural kind categories, both living and non-living natural kinds, as well as social kinds (e.g., race, gender), are essentialized. On this view, artifactual kinds are not essentialized. Our view—teleological essentialism—is that a broad range of categories are essentialized in terms of teleology, including artifacts. Utilizing the same kinds of experiments typically used to provide evidence of essentialist thinking—involving superficial change (study 1), transformation of insides (study 2) and inferences about offspring (study 3)—we find support for the view that a broad range of categories—living natural kinds, non-living natural kinds and artifactual kinds—are essentialized in terms of teleology. Study 4 tests a unique prediction of teleological essentialism and also provides evidence that people make inferences about purposes which in turn guide categorization judgments

Design guidelines for more engaging electronic books: insights from a cooperative inquiry study

This paper presents the results of a cooperative inquiry study aimed at developing a prototype of enhanced eBook for leisure reading. Together with a group of 9 to 11 years old children we explored various design ideas and, starting from these ideas, we developed the eBook prototype and elaborated a shortlist of recommendations. The paper aims to extend the research on the design of children's eBooks with a set of six guidelines that are intended to help designers in creating better and more engaging eBooks

The effect of stimulus variability on children\u2019s judgements of quantity

This study investigates the effect of stimulus variability on development of the ability to make quantity judgements related to area. Participants were 241 children (aged 4, 5, 6, 8, and 12 years) and 82 university students, who were asked to compare the quantities in 2 sets of 5 chocolate bars of constant width but variable length. Participants indicated which set contained more chocolate or that the amounts of chocolate were equal. Judgement accuracy of 12-year-olds and adults decreased monotonically as the variance of bar lengths increased. In younger children, performance was low when variance was very low or very high, but accuracy was higher for intermediate levels of variance, thus resulting in an inverted U-shaped effect. This pattern was confirmed in a second experiment in which we controlled for a possible age-related response bias against \u201cequal\u201d judgements. Findings suggest that judgements of quantity are based on a mixture of learned heuristics and comparisons of approximate quantity representations, both of which develop throughout childhood

The personal belief in a just world and domain-specific beliefs about justice at school and in the family: A longitudinal study with adolescents

This article investigates the relationship between the personal belief in a just world (BJW) and domain-specific beliefs about justice and examines how justice cognitions impact on adolescents' development, particularly on their achievement at school and their subjective well-being. A longitudinal questionnaire study with German adolescents aged 14-19 years was conducted over a period of five to eight months. The pattern of results revealed that evaluations of the school climate and of the family climate as being just were two distinct phenomena, both of which impacted on the personal BJW, which in turn affected the domain-specific beliefs about justice. However, the domain-specific beliefs about justice did not impact on each other directly. Moreover, an evaluation of the family climate (but not of the school climate) as being just reduced depressive symptoms, whereas depressive symptoms did not weaken the evaluation of one's family as being just. The evaluation of the school climate as being just improved the grades received in the next school report, whereas the grades received did not affect the justice evaluation of the school climate. Finally, all relationships persisted when controlling for age and gender. In sum, the pattern of findings supports the notion that justice cognitions impact on development during adolescence

Learning object relationships which determine the outcome of actions

Peer reviewedPublisher PD

Age of second language acquisition affects nonverbal conflict processing in children : an fMRI study

Background: In their daily communication, bilinguals switch between two languages, a process that involves the selection of a target language and minimization of interference from a nontarget language. Previous studies have uncovered the neural structure in bilinguals and the activation patterns associated with performing verbal conflict tasks. One question that remains, however is whether this extra verbal switching affects brain function during nonverbal conflict tasks. Methods: In this study, we have used fMRI to investigate the impact of bilingualism in children performing two nonverbal tasks involving stimulus-stimulus and stimulus-response conflicts. Three groups of 8-11-year-old children - bilinguals from birth (2L1), second language learners (L2L), and a control group of monolinguals (1L1) - were scanned while performing a color Simon and a numerical Stroop task. Reaction times and accuracy were logged. Results: Compared to monolingual controls, bilingual children showed higher behavioral congruency effect of these tasks, which is matched by the recruitment of brain regions that are generally used in general cognitive control, language processing or to solve language conflict situations in bilinguals (caudate nucleus, posterior cingulate gyrus, STG, precuneus). Further, the activation of these areas was found to be higher in 2L1 compared to L2L. Conclusion: The coupling of longer reaction times to the recruitment of extra language-related brain areas supports the hypothesis that when dealing with language conflicts the specialization of bilinguals hampers the way they can process with nonverbal conflicts, at least at early stages in life

Religion and cognitive development: implications for the developing world

Nothing shapes the morals, values, and folkways in the Global South as much as religion. It is the primary mark of identity and adhered to in an extraordinarily passionate manner. Hence, religion matters deeply and permeates directly or indirectly almost every vestige of life not least on growth and socio-economic development of societies. This article explores how religious thinking affects the cognitive development of people, especially children, which may, in turn, impact upon the variables of a country’s economic growth and development. The working assumption is that a weakness in the former deleteriously affects the latter. This article concludes by arguing that the influence of religion is least in the most advanced countries

Teleological Essentialism

Placeholder essentialism is the view that there is a causal essence that holds category members together, though we may not know what the essence is. Sometimes the placeholder can be filled in by scientific essences, such as when we acquire scientific knowledge that the atomic weight of gold is 79. We challenge the view that placeholders are elaborated by scientific essences. On our view, if placeholders are elaborated, they are elaborated Aristotelian essences, a telos. Utilizing the same kinds of experiments used by traditional essentialists—involving superficial change (study 1), transformation of insides (study 2), acquired traits (study 3) and inferences about offspring (study 4)—we find support for the view that essences are elaborated by a telos. And we find evidence (study 5) that teleological essences may generate category judgments

From multiple perspectives to shared understanding

The aim of this study was to explore how learners operating in a small group reach shared understanding as they work out joint research questions and build a theoretical framework and to identify the resources and tools they used in the process. The learners’ own interpretations of their group activities and learning were also taken into account. The data, consisting of group discussions and the documents produced by the group, were subjected to a qualitative content analysis. The group members employed a variety of resources and tools to exchange their individual perspectives and achieve shared understanding. Summaries of relevant literature laid a foundation for the group’s theoretical discussions. Reflective comparisons between their book knowledge and their personal experiences of online interaction and collaboration were frequent, suggesting that such juxtapositions may have enhanced their learning by intertwining the content to be mastered and the activities entailed by this particular content