“Logic of artistic development: the case of Mondrian” [New Ideas in Psychology 21 (2003) 221-246]

In this article I show how we can give a formal representation and analysis of evolutions in artistic style, using the work of the painter Mondrian as an example. Capitalising on the idea that radical change in thought implies related changes in judgement criteria, we can in a ‘‘logic of development’’ specify the relations within, and between, those different sets of artistic judgement criteria that are considered typical of successive stages in artistic development. I discuss some of the problems involved in dealing with post-conventional thinking and judgement. Then I propose five major steps in Mondrian's artistic quest, showing how it is different—and how different it is—from other kinds of (e.g. moral or aesthetic) judgement development. Whereas many kinds of conceptual development lead to (various types of) criterion expansion, this form of entirely postconventional development goes in the opposite direction of a most stringent criterion reduction.     

The development of conceptual interests in young children

We conducted a longitudinal analysis of the relative intensity and duration of interests associated with conceptual domains between the ages of 4 and 6 years, respectively. Results indicated a significant portion of preschool children do sustain an interest in conceptual domains during some portion of their childhood. Expected gender differences were found, with boys more likely to express an interest in a conceptual domain than girls. A latent growth curve analysis revealed that the probability of exhibiting a conceptual interest declined as school began, though the rate of that decline was similar for both boys and girls. Potential explanations for the decrease in conceptual interests as school begins are considered.     

Never getting to zero: Elementary school students' understanding of the infinite divisibility of number and matter

Clinical interviews administered to third- to sixth-graders explored children's conceptualizations of rational number and of certain extensive physical quantities. We found within child consistency in reasoning about diverse aspects of rational number. Children's spontaneous acknowledgement of the existence of numbers between 0 and 1 was strongly related to their induction that numbers are infinitely divisible in the sense that they can be repeatedly divided without ever getting to zero. Their conceptualizing number as infinitely divisible was strongly related to their having a model of fraction notation based on division and to their successful judgment of the relative magnitudes of fractions and decimals. In addition, their understanding number as infinitely divisible was strongly related to their understanding physical quantities as infinitely divisible. These results support a conceptual change account of knowledge acquisition, involving two-way mappings between the domains of number and physical quantity.     

Bridging the gap: Causality-at-a-distance in children's categorization and inferences about internal properties

Previous research has shown that preschoolers extend labels and internal properties of objects based on those objects’ causal properties, even when the causal properties conflict with the objects’ perceptual appearance [Nazzi, T., & Gopnik, A. (2000). A shift in children's use of perceptual and causal cues to categorization. Developmental Science, 3, 389–396; Sobel, D. M., Yoachim, C. M., Gopnik, A., Meltzoff, A. N., & Blumenthal, E. J. (2007). The blicket within: Preschoolers’ inferences about insides and causes. Journal of Cognition and Development, 8, 159–182]. These studies, however, only presented causal relations that acted on contact. In two studies, contact causality was replaced by distance causality. In contrast to the contact causality case, 4- and 5-year-olds extended labels to objects with similar perceptual properties over objects with similar causal properties when those properties acted at a distance. When children were asked to make inferences about object's internal properties, they were more likely to make causal responses, with 5-year-olds doing so to a greater extent than 4-year-olds. In a second study, 4-year-olds registered causal properties that acted at a distance and used them to make inferences when no perceptual conflict was present. These results support a hypothesis that young children develop an understanding of the specific mechanisms that link causal relations.     

Totalitarianism and the problem of Soviet art evaluation: the Lithuanian case

By taking into account dissident/political and art historical interpretations of Soviet art, I analyze how polemics about totalitarianism in the West, which generally corresponded with Cold War debates and Eastern European dissident thought, shaped the post-Soviet evaluations of national artistic legacies. It is argued that the political relationship with the totalitarian past, like in many post-socialist areas where the immediate past was subjected to radical re-evaluation, affected Lithuanian artists’ and critics’ attitude towards local Soviet art. Because of an obvious lack of underground art in Soviet Lithuania, however, the retrospective usage of political categories here became problematic. Especially in international representations, the complexities of artists’ relationship with officialdom came to be routinely assigned to the phenomenon of non-conformism; this eventually obfuscated the differences between the Lithuanian Soviet art context as somewhat different from the Russian case.

The development of possibility judgment within and across domains

The ability to differentiate possible events from impossible ones is an invaluable skill when reasoning about claims that transcend the perceptual evidence at hand, yet preschool-aged children do not readily make this differentiation when reasoning about physically extraordinary events [Shtulman, A., &; Carey, S. (2007). Improbable or impossible? How children reason about the possibility of extraordinary claims. Child Development, 78, 1015–1032]. The present study sought to determine whether this failure stems from deficits in domain-specific knowledge or deficits in the domain-general procedure by which possibility judgments are made. Participants (48 children aged 4-9 years olds and 16 adults) were asked to judge the possibility of three types of extraordinary events – physical, psychological, and biological – and to justify their judgments of impossibility. Developmental changes in the ability to differentiate improbable events from impossible events were qualitatively similar across domains. Moreover, participants’ propensity to judge improbable events possible was significantly correlated with the quality of their justifications, both within and across domains. These findings suggest that modal development involves a domain-general change in how modal claims are evaluated.     

Identifying living and sentient kinds from dynamic information: the case of goal-directed versus aimless autonomous movement in conceptual change

To reason competently about novel entities, people must discover whether the entity is alive and/or sentient. Exactly how people make this discovery is unknown, although past researchers have proposed that young children--unlike adults--rely chiefly on whether the object can move itself. This study examined the effect of goal-directed versus aimless autonomous movement on children's and adults' attributions of biological and psychological capacities in an effort to test whether goal-directedness affects inferences across documented periods of change in biological reasoning. Half of the participants (adults, and 4-, 5-, 7-, and 10-year-olds; Ns=32) were shown videos of unfamiliar blobs moving independently and aimlessly, and the other half were shown videos of identical blobs moving identically but toward a goal. No age group was likely to attribute biological or psychological capacities to the aimless self-moving blobs. However, for 5-year-olds through adults, goal-directed movement reliably elicited life judgments, and it elicited more biological and psychological attributions overall. Adults differed from children in that goal-directed movement affected their attributions of biological properties more than their attributions of psychological properties. The results suggest that both young children and adults consider the capacity for goal-directed movement to be a decisive factor in determining whether something unfamiliar is alive, though other factors may be important in deciding whether the thing is sentient.     

Moral judgement in adolescents: Age differences in applying and justifying three principles of harm

This study investigated the application and justification of three principles of harm in a cross-sectional sample of adolescents in order to test recent theories concerning the source of intuitive moral judgements. Participants were 46 early (M _age = 14.8 years) and 40 late adolescents (M _age = 17.8 years). Participants rated the permissibility of various ethical dilemmas, and provided justifications for their judgements. Results indicated participants aligned their judgements with the three principles of harm, but had difficulty explaining their reasoning. Furthermore, although age groups were consistent in the application of the principles of harm, age differences emerged in their justifications. These differences were partly explained by differences in language ability. Additionally, participants who used emotional language in their justifications demonstrated a characteristically deontological pattern of moral judgement on certain dilemmas. We conclude adolescents in this age range apply the principles of harm but that the ability to explain their judgements is still developing.     

The curious case of the refrigerator-TV: similarity and hybridization

This article examines the role of similarity in the hybridization of concepts, focusing on hybrid products as an applied test case. Hybrid concepts found in natural language, such as singer songwriter, typically combine similar concepts, whereas dissimilar concepts rarely form hybrids. The hybridization of dissimilar concepts in products such as jogging shoe mp3 player and refrigerator TV thus poses a challenge for understanding the process of conceptual combination. It is proposed that models of conceptual combination can throw light on the judged future success and desirability of hybrid products in general. The composite prototype model proposes two stages of conceptual combination. In the first stage, the concepts are aggregated into an additive hybrid, simply by forming the union of the two sets of attributes. In the second stage, any conflicting attributes are identified and resolved, often with the introduction of emergent attributes, resulting in an integrative hybrid. Across four studies that varied the similarity and type of hybrid products, similar and integrative hybrids were valued more than dissimilar and additive hybrids. Critically, though, dissimilar hybrids were also highly valued if they were integrative. Results supported the two stages proposed by the composite prototype model, and implications for other models of hybrid formation are discussed.     

The development of interpretations for novel noun-noun conceptual combinations during the early school years

This research investigates issues surrounding early school children's use of the similarity between head and modifier terms in deriving interpretations for novel noun-noun conceptual combinations. In these experiments, 6- and 9-year-olds and adults were asked to formulate interpretations of similar and dissimilar conceptual combinations. Both children and adults were sensitive to the similarity aspect of conceptual combinations, although the children had some difficulty with the property interpretations that high-similarity combinations require. Next, we examined 40 popular children's books for the presence of noun-noun conceptual combinations. Adult participants provided interpretations for these combinations and rated the similarity of the head and modifier nouns. Results indicated that there were few high-similarity combinations and few combinations requiring property interpretations, suggesting that children have limited exposure to highly similar combinations and property interpretations. Further analysis of children's interpretations indicates that they may have difficulty in selecting and integrating properties of the modifier onto the head, a process required by property interpretations.     

Space and Time in the Child's Mind: Evidence for a Cross-Dimensional Asymmetry

What is the relationship between space and time in the human mind? Studies in adults show an asymmetric relationship between mental representations of these basic dimensions of experience: Representations of time depend on space more than representations of space depend on time. Here we investigated the relationship between space and time in the developing mind. Native Greek‐speaking children watched movies of two animals traveling along parallel paths for different distances or durations and judged the spatial and temporal aspects of these events (e.g., Which animal went for a longer distance, or a longer time?). Results showed a reliable cross‐dimensional asymmetry. For the same stimuli, spatial information influenced temporal judgments more than temporal information influenced spatial judgments. This pattern was robust to variations in the age of the participants and the type of linguistic framing used to elicit responses. This finding demonstrates a continuity between space‐time representations in children and adults, and informs theories of analog magnitude representation.     

Faith development theory: a case for paradigm change

Despite its influence, James Fowler's theory of faith development is in need of fundamental reappraisal. Doubts over Fowler's use of a structural model of human development and the adequacy of his research techniques have been added to in recent years by his inadequate response to the challenge of post‐modern thought. It is suggested that, despite Fowler's position, key elements of the theory are very much in tune with post‐modern thought and if the abandonment of the theory's underlying structuralism were to be allowed, these might be taken to point a constructive way forward.     

The role of experience in children's developing folk epistemology: review and analysis from the theory–theory perspective

The role of experience in children's developing folk epistemology, specifically in their acquisition of an understanding of belief, is explored from the theory–theory perspective (i.e., the perspective claiming that children's conceptual development can be viewed as analogous to scientific theory development) through a selective review and analysis of extant empirical literature. Three types of investigations are identified: examinations of observed relationships between social experiences and belief understanding, attempts to facilitate the reasoning of children on the verge of belief understanding through experiences intended to compel children to face reasoning inconsistencies; and training studies demonstrating that children can be trained to understand belief over time through specific feedback experiences. A comparison of these studies reveals that experience is defined differently across them, resulting in varying and sometimes ambiguous implications for a theory–theory perspective on development. Implications for future research are discussed.     

The gendered nature of career development of university professors: the case of Turkey

This paper examines the gendered nature of the careers of university professors in Turkey, where 23% of professors are women. This proportion is relatively high compared to Western Europe and the United States, indicating that Turkey is an important country in which to study women and men’s professorial careers in academic institutions. The paper draws on original documentary sources and a qualitative study of Turkish professors. It demonstrates how the interplay between state policy and the dominant family ideology has enabled and constrained both women and men’s careers, but in different ways. The paper also suggests that the progress made towards women’s hierarchical equality may in the future be threatened by the current transformation of the university sector in Turkey.     

Core knowledge and its limits: The domain of food

Adults, preschool children, and nonhuman primates detect and categorize food objects according to substance information, conveyed primarily by color and texture. In contrast, they perceive and categorize artifacts primarily by shape and rigidity. The present experiments investigated the origins of this distinction. Using a looking time procedure, Experiment 1 extended previous findings that rhesus macaques (Macaca mulatta) generalize learning about novel food objects by color over changes in shape. Six additional experiments then investigated whether human infants show the same signature patterns of perception and generalization. Nine-month-old infants failed to detect food objects in accord with their intrinsic properties, in contrast to rhesus monkeys tested in previous research with identical displays. Eight-month-old infants did not privilege substance information over other features when categorizing foods, even though they detected and remembered this information. Moreover, infants showed the same property generalization patterns when presented with foods and tools. The category-specific patterns of perception and categorization shown by human adults, children, and adult monkeys therefore were not found in human infants, providing evidence for limits to infants’ domains of knowledge.     

Choosing between hearts and minds: Children's understanding of moral advisors

Moral development research has often focused on the development of moral reasoning without considering children's understanding of moral advisors. We investigated how children construe sources of moral advice by examining the characteristics that children deem necessary for reasoning about moral or scientific problems. In two experiments, children in grades K, 2, and 4 were presented with dilemmas of a moral nature or scientific nature and chose between two advisors. Second and fourth graders chose advisors differentially based on their expertise, while kindergartners did not discriminate between advisors. In a third experiment, older children indicated that only certain characteristics are needed to solve moral or scientific problems, and they endorsed these characteristics differentially based on the problem to be solved. Thus, by middle childhood, children construe moral knowledge as distinct from scientific knowledge and select advisors in each area accordingly.     

The role of within-category variability in category-based induction: a developmental study

The present studies tested the hypothesis that strong assumptions about within-category homogeneity impede children's recognition of the inductive value of diverse samples of evidence. In Study 1a, children (7-year-olds) and adults were randomly assigned to receive a prime emphasizing within-category variability, a prime emphasizing within-category similarities, or to not receive a prime. Only following the variability prime, children demonstrated a reliable preference for evaluating diverse over nondiverse samples to determine whether there is support for a category-wide generalization. Adults demonstrated a robust preference for diverse samples in all conditions. These effects extended beyond the specific categories included in the prime, as well as to multiple types of test questions. Study 1b demonstrated that priming variability leads children to select diverse samples only when doing so is informative for induction. Implications for conceptual development are discussed.     

Mental models and other misconceptions in children’s understanding of the earth

This study investigated the claim (e.g., Vosniadou & Brewer’s, 1992) that children have naive “mental models” of the earth and believe, for example, that the earth is flat or hollow. It tested the proposal that children appear to have these misconceptions because they find the researchers’ tasks and questions to be confusing and ambiguous. Participants were 6- and 7-year-olds (N = 127) who were given either the mental model theorists’ original drawing task or a new version in which the same instructions and questions were rephrased to minimize ambiguity and, thus, possible misinterpretation. In response to the new version, children gave substantially more indication of having scientific understanding and less of having naive mental models, suggesting that the misconceptions reported by the mental model theorists are largely methodological artifacts. There were also differences between the responses to the original version and those reported by Vosniadou and Brewer, indicating that other factors, such as cohort and cultural effects, are also likely to help explain the discrepant findings of previous research.