Do Students See the “Selection” in Organic Evolution? A Critical Review of the Causal Structure of Student Explanations

AbstractUse of network models to identify causal structure typically blocks reduction across the sciences. Entanglement of mental processes with environmental and intentional relationships, as Borsboom et al. argue, makes reduction of psychology to neuroscience particularly implausible. However, in psychiatry, a mental disorder can involve no brain disorder at all, even when the former crucially depends on aspects of brain structure. Gambling addiction constitutes an example.

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Semi-synthesis as a tool for broadening the health applications of bioactive olive secoiridoids: a critical review

Natural Product Reports ◽

10.1039/d0np00084a ◽

2021 ◽

Author(s):

Manuela Oliverio ◽

Monica Nardi ◽

Maria Luisa Di Gioia ◽

Paola Costanzo ◽

Sonia Bonacci ◽

...

Keyword(s):

Critical Review ◽

Natural Compounds ◽

Effective Strategy ◽

Synthetic Analogues ◽

Health Applications ◽

Natural And Synthetic

Semi-synthesis is an effective strategy to obtain both natural and synthetic analogues of the olive secoiridoids, starting from easy accessible natural compounds.

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Introduction: occupational standards for advice, guidance, counselling and psychotherapy: a critical review

British Journal of Guidance and Counselling ◽

10.1080/03069889600760011 ◽

1996 ◽

Vol 24 (1) ◽

pp. 5-8

Author(s):

Vivienne Rivis

Keyword(s):

Critical Review ◽

Guidance Counselling ◽

Occupational Standards

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Blocking Is Sensitive to Causal Structure in 4-Year-Old and 8-Year-Old Children

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027/1618-3169.52.4.264 ◽

2005 ◽

Vol 52 (4) ◽

pp. 264-271 ◽

Cited By ~ 4

Author(s):

Tom Beckers ◽

Uschi Van den Broeck ◽

Marij Renne ◽

Stefaan Vandorpe ◽

Jan De Houwer ◽

...

Keyword(s):

Young Children ◽

Associative Learning ◽

Learning Theory ◽

Causal Structure ◽

Age Groups ◽

Learning Task ◽

Contingency Learning

Abstract. In a contingency learning task, 4-year-old and 8-year-old children had to predict the outcome displayed on the back of a card on the basis of cues presented on the front. The task was embedded in either a causal or a merely predictive scenario. Within this task, either a forward blocking or a backward blocking procedure was implemented. Blocking occurred in the causal but not in the predictive scenario. Moreover, blocking was affected by the scenario to the same extent in both age groups. The pattern of results was similar for forward and backward blocking. These results suggest that even young children are sensitive to the causal structure of a contingency learning task and that the occurrence of blocking in such a task defies an explanation in terms of associative learning theory.

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