The paradox between the numerically competent baby and the slow learning of two- to four-year-old children / La paradoja entre el bebé numéricamente competente y el lento aprendizaje de los niños de dos a cuatro años de edad

Abstract

Since the 1980s, numerous laboratory investigations have been arguing that infants are numerically competent. This work presents a critical review of this line of research. We propose that despite the repertoire of numerical abilities attributed to infants and the seemingly natural character of the very first numbers in the numerical series, the semiotic complexity of their use and comprehension poses a cognitive challenge that children undertake, motivated, supported and often guided by others. This challenge involves a high degree of semiotic organization of the material world as well as an ability to manage early sign systems, systems which children learn how to use during their first years of life and which form the platform on which numbers are based.     

Seeing Like a Geologist: Bayesian Use of Expert Categories in Location Memory

Memory for spatial location is typically biased, with errors trending toward the center of a surrounding region. According to the category adjustment model (CAM), this bias reflects the optimal, Bayesian combination of fine‐grained and categorical representations of a location. However, there is disagreement about whether categories are malleable. For instance, can categories be redefined based on expert‐level conceptual knowledge? Furthermore, if expert knowledge is used, does it dominate other information sources, or is it used adaptively so as to minimize overall error, as predicted by a Bayesian framework? We address these questions using images of geological interest. The participants were experts in structural geology, organic chemistry, or English literature. Our data indicate that expertise‐based categories influence estimates of location memory—particularly when these categories better constrain errors than alternative (“novice”) categories. Results are discussed with respect to the CAM.     

A slippery directional slope: Individual differences in using slope as a directional cue

Navigators rely on many different types of cues to build representations of large-scale spaces. Sloped terrain is an important cue that has received recent attention in comparative and human spatial research. However, the studies to date have been unable to determine how directional slope information leads to more accurate spatial representations. Moreover, whereas some studies have shown that the inclusion of slope cues improves performance on spatial tasks across participants (Kelly, 2011; Restat, Steck, Mochnatzki, & Mallot, 2004), other research has suggested individual differences in the benefits of slope cues (Chai & Jacobs, 2010; Nardi, Newcombe, & Shipley, 2011). We sought to clarify the role of sloped terrain in improving the representation of large-scale environments. In Experiment 1, participants learned the layout of buildings in one of two desktop virtual environments: either a directionally sloped terrain or a completely flat one. Participants in the sloped environment outperformed those in the flat environment. However, participants used slope information as an additional cue, rather than as a preferred reference direction. In Experiment 2, the two virtual environments were again either flat or sloped, but we increased the complexity of the relations between the slope and the path. In this experiment, better performance in the sloped environment was only seen for participants with good self-reported senses of direction. Taken together, the studies show that slope provides useful information for building environmental representations in simple cases, but that individual differences emerge in more complex situations. We suggest that good and bad navigators use different navigational strategies.     

Using principles of cognitive science to improve science learning in middle school: What works when and for whom?

Four principles of cognitive science were used to make systematic revisions in middle school science instructional modules from two kinds of curriculum: one popular textbook series and one popular hands‐on series (two modules each). Schools were randomly assigned to 1 of the 3 arms (cognitive science modifications with professional development, active control with professional development, or business‐as‐usual). Two cohorts of students were followed in each arm for each setting. There were significant benefits of the cognitive science intervention, but the nature of effects varied for the two settings and curricula. For the text‐based curriculum, positive effects of cognitive science modifications were concentrated in classrooms with lower proportions of underrepresented minority students. For the hands‐on curriculum, there were positive effects that were not linked to school composition. Participation in the active control did not significantly improve student learning. Implications for policy and research are discussed.     

Soldiers’ perspectives of the Married Army Couples Program: A review of perceived problems and proposed solutions

The current study investigated soldiers’ perceptions of the Married Army Couples Program (MACP) using data from focus groups conducted with Army personnel in dual-military marriages. Despite the high success rate of the program (approximately 80–83%)—success being defined as establishment of a joint domicile within a 50-mile radius of each spouse’s duty station—a variety of difficulties were reported as well as consequent negative perceptions. Problems included dissatisfaction with the parameters defining joint domicile, obstacles to career advancement, lack of quality information regarding the program, and unequal allocation depending on one’s level of leadership support. Difficulties with MACP led to negative impressions of the program and of the Army as a whole. Specifically, when asked about challenges related to the program, many participants reported perceptions of a poorly functioning program, an uncaring environment, and of the Army as a hypocritical institution. For individuals in dual-military marriages, these difficulties affect quality of life. For the institution, these negative perceptions can potentially lead to problems with retention of one or both members of a dual-military couple. We propose several strategies to improve the effectiveness of MACP and to increase positive perceptions of the program based on suggestions from the focus groups in addition to the military and work literatures.     

In Loving Memory of Dr. Marie-Louise von Franz

This article by the late Nora Mindell was first published in The Fountain of the Love of Wisdom: An Homage to Marie-Louise von Franz (2006). Nora Mindell recounts her first meeting with Marie-Louise von Franz who, over the years, became her mentor and dear friend. She shares personal communications with von Franz, focusing on a mysterious handwritten note on number by C. G. Jung. This note sums up Jung’s insights on the archetypal dimension of numbers and inspired von Franz’s pioneering works Number and Time and Psyche and Matter.     

Albanian women’s interpretations of Islam enlarge the space of women

Even though rarely acknowledged, approximately one fourth of all European Muslims live in the Balkans. These Muslims, as well as women of the Balkans, are seldom in the focus of scientific research on Islam and Europe. This article discusses themes related to the women’s movement and feminism in the Balkans and within Islamic framework from women’s point of view. The research context is located in the Republic of Macedonia and ethnographic material builds on thematic interviews with Albanian Muslim women. Four generally recognized orientations are distinguished (1) atheist or antireligious feminism, (2) secular feminism, (3) gender complementarity as an ideal and (4) Islamic/Muslim feminism(s), and used as analytical tools while ethnographic interview material is tackled. Article sheds light on Albanian-speaking women’s thoughts concerning Islam in the contemporary context, and tendencies of these thoughts to enlarge space that women occupy through personal interpretations of Islamic tradition.     

Negotiating Femininity: Power and Strategies of Mexican American Girls

Popular views that female development entails a loss of voice and power in relationships have not been explored with Latina girls. In this study, data were collected from eight low-income Mexican American girls in middle and high school using surveys and open-ended interview questions. The findings show they view others as holding traditional expectations about how girls should behave, whereas they themselves engage in a more complex critique and performance of femininities in relationships with their family, peers, and teachers. The findings challenge assumptions that girls experience a linear loss of voice during adolescence, and suggest a distinction between personal power and power to help others. Finally, they show the importance of culture in understanding how girls negotiate gender roles.     

Five reasons to doubt the existence of a geometric module

It is frequently claimed that the human mind is organized in a modular fashion, a hypothesis linked historically, though not inevitably, to the claim that many aspects of the human mind are innately specified. A specific instance of this line of thought is the proposal of an innately specified geometric module for human reorientation. From a massive modularity position, the reorientation module would be one of a large number that organized the mind. From the core knowledge position, the reorientation module is one of five innate and encapsulated modules that can later be supplemented by use of human language. In this paper, we marshall five lines of evidence that cast doubt on the geometric module hypothesis, unfolded in a series of reasons: (1) Language does not play a necessary role in the integration of feature and geometric cues, although it can be helpful. (2) A model of reorientation requires flexibility to explain variable phenomena. (3) Experience matters over short and long periods. (4) Features are used for true reorientation. (5) The nature of geometric information is not as yet clearly specified. In the final section, we review recent theoretical approaches to the known reorientation phenomena.