Children's expectations about training the approximate number system

Humans possess a developmentally precocious and evolutionarily ancient approximate number system (ANS) whose sensitivity correlates with uniquely human symbolic arithmetic skills. Recent studies suggest that ANS training improves symbolic arithmetic, but such studies may engender performance expectations in their participants that in turn produce the improvement. Here, we assessed 6‐ to 8‐year‐old children's expectations about the effects of numerical and non‐numerical magnitude training, as well as states of satiety and restfulness, in the context of a study linking children's ANS practice to their improved symbolic arithmetic. We found that children did not expect gains in symbolic arithmetic after exercising the ANS, although they did expect gains in ANS acuity after training on any magnitude task. Moreover, children expected gains in symbolic arithmetic after a good night's sleep and their favourite breakfast. Thus, children's improved symbolic arithmetic after ANS training cannot be explained by their expectations about that training.     

Objective and epistemic gradability: Is the new angle on the Knobe effect empirically grounded?

According to the New Angle, any explanation of the Knobe effect must be gradable and asymmetric. It has been argued that only Hindriks’ approach meets both criteria. First, we argue that Holton’s hypothesis also meets the criteria. Second, we show that the authors are not justified in taking the criteria to be empirically justified. We have failed to replicate the asymmetry result in two experiments. Moreover, gradability can be objective or epistemic. We show that the New Angle presupposes objective gradability. In our experiments, the patterns of responses to questions about epistemic and objective gradability are the same, irrespective of whether the feature is objectively gradable (e.g., blameworthiness) or not (e.g., intentionality). Our results thus question the extent to which the New Angle is empirically grounded. Moreover, they raise doubt whether the answers to questions about epistemic and objective gradability can be taken at face value at all.

Abbreviations: NRH - normative reasons hypothesis; NVH - norm violation hypothesis; DQ - degree question; DAQ - degree of agreement question     

Globalization and counterdevelopment: The importance of new narratives

The article is a personal recount of living under the called neoliberal regime installed in the post-Cold War in the region. Written from the perspective of a Latin American woman in the betweenness of the North and the South. Focusing on capitalism history shows how counterdevelopment has been the other face of globalization. The social protests in the whole continent request the respect of human dignity recovering an inclusive collective narrative and social justice caring of our common home, to build a more profound democracy and a more just world.     

A COMPARISON OF MALE AND FEMALE DIRECTORS IN POPULAR PORNOGRAPHY: WHAT HAPPENS WHEN WOMEN ARE AT THE HELM?

Pornography is a lucrative business. Increasingly, women have participated in both its production, direction, and consumption. This study investigated how the content in popular pornographic videos created by female directors differs from that of their male counterparts. We conducted a quantitative analysis of 122 randomly selected scenes from 44 top-renting adult videos in 2005 (half male- and half female-directed). Findings revealed that all films shared similar depictions: Verbal and physical aggression was common, women were the primary targets of aggression, and negative responses to aggression were extremely rare. Compared to male-directed films, female-directed films were significantly more likely to portray women-only scenes and sexual acts. Even when controlling for main characters' gender, female-directed films showed significantly more female perpetrators aggressing against female targets and significantly more depictions of women as perpetrators of aggression. We highlight the importance of economic forces, rather than director gender, in dictating the content of popular pornography.     

Young children's comprehension of number markers

Young children's comprehension of four number markers (demonstratives, regular nouns, third person of the auxiliary be, and regular present tense verbs) was investigated through their presentation in sentences conveying non-redundant information about number. Comprehension of each sentence was tested in two tasks: pointing to one of a pair of line drawings and acting out with toys the action described by a sentence. The results indicated that, firstly, the number information carried by the verb is rarely attended to or mastered before some component of the noun phrase; and, secondly, that the is/are allomorphs of the auxiliary be are mastered much earlier than the singular and plural forms of third-person regular present tense verbs. Both the overall order of difficulty in understanding the four number markers investigated and the analysis of individual data were consistent with the developmental sequence reported by several authors for the acquisition of grammatical morphemes in spontaneous speech production.