Normative naturalism and Popperian views on reduction

Eric Scerri has argued that chemists using ab initio calculations pursue a partial reduction of chemistry to physics, while accepting that full reduction (through axiomatization) is impractical. He characterizes this view as Popperian and naturalistic. However, Popper's position on reduction is not naturalistic, as he rejected axiomatization for different reasons.     

The relation between subitizable symbolic and non‐symbolic number processing over the kindergarten school year

A long‐standing debate in the field of numerical cognition concerns the degree to which symbolic and non‐symbolic processing are related over the course of development. Of particular interest is the possibility that this link depends on the range of quantities in question. Behavioral and neuroimaging research with adults suggests that symbolic and non‐symbolic quantities may be processed more similarly within, relative to outside of, the subitizing range. However, it remains unclear whether this unique link exists in young children at the outset of formal education. Further, no study has yet taken numerical size into account when investigating the longitudinal influence of these skills. To address these questions, we investigated the relation between symbolic and non‐symbolic processing inside versus outside the subitizing range, both cross‐sectionally and longitudinally, in 540 kindergarteners. Cross‐sectionally, we found a consistently stronger relation between symbolic and non‐symbolic number processing within versus outside the subitizing range at both the beginning and end of kindergarten. We also show evidence for a bidirectional relation over the course of kindergarten between formats within the subitizing range, and a unidirectional relation (symbolic → non‐symbolic) for quantities outside of the subitizing range. These findings extend current theories on symbolic and non‐symbolic magnitude development by suggesting that non‐symbolic processing may in fact play a role in the development of symbolic number abilities, but that this influence may be limited to quantities within the subitizing range.     

A Right to Understand Injustice: Epistemology and the “Right to the Truth” in International Human Rights Discourse

People's “right to truth” or their “right to know” about their government's human rights abuses is a growing consensus in human rights discourses and a fertile area of work in international and humanitarian law. In most discussions of this right to know the truth, it is commonly seen as requiring the state or international institutions to provide access to evidence of the violations. In this paper, I argue that such a right naturally has many epistemic aspects, and the tools of social epistemology can be helpful in elucidating what such a right entails. As a beginning for this project, I draw on those resources to argue that the right to know the truth is only meaningful if it includes a right to understand the abuses, and that such understanding can only come through the development of community epistemic capacities. Given this, I further argue that the state has a duty to support the development of these capacities, and that a critical place for beginning this process is in public schools.     

Application of the generalized matching law to chess openings: A gambit analysis

During the opening moves of a chess game, a player (typically White) may offer a number of gambits, which involve sacrificing a chess piece for an opponent for capture to achieve long-term positional advantages. One of the most popular gambits is called the Queen's Gambit and involves White offering a pawn to Black, which will open a lane for White's Queen if accepted by Black. In the present study, the generalized matching law (GML) was applied to chess openings involving the Queen's Gambit using over 71,000 archived chess games. Overall, chess players' opening moves involving the Queen's Gambit exhibited orderly matching as predicted by the GML, and the GML accounted for more variance in players' chess decision making as their relative playing experience increased. This study provides support for the generality of the GML and its application to complex operant behavior outside of laboratory contexts.