Piecewise Structural Equation Modeling of the Quantity Implicature in Child Language

We review an array of experimental methodological factors that either contribute to or detract from the measurement of pragmatic implicatures in child language. We carry out a truth value judgment task to measure children’s interpretations of the Spanish existential quantifier algunos in implicature-consistent and implicature-inconsistent contexts. Independently, we take measures of children’s inhibition, working memory, attention, approximate number ability, phrasal syntax, and lexicon. We model the interplay of these variables using a piecewise structural equation model (SEM), common in the life sciences, but not in the social and behavioral sciences. By 6 years of age, the children in our sample were not statistically different from adults in their interpretations. Syntax, lexicon, and inhibition significantly predict implicature generation, each accounting for unique variance. The approximate number system and inhibition significantly predict lexical development. The statistical power of the piecewise SEM components, with a sample of 64 children, is high, in comparison to a traditional, globally estimated SEM of the same data.

How not to count the health benefits of family planning

Several influential organisations have attempted to quantify the costs and benefits of expanding access to interventions—like contraceptives—that are expected to decrease the number of pregnancies. Such health economic evaluations can be invaluable to those making decisions about how to allocate scarce resources for health. Yet how the benefits should be measured depends on controversial value judgments. One such value judgment is found in recent analyses from the Disease Control Priority Network (DCPN) and the Study Group for the Global Investment Framework for Women’s and Children’s Health. Noting the decrease in the number of pregnancies expected to result from providing access to family planning, DCPN and the Study Group claim that a substantial benefit of such interventions is averting the stillbirths and child deaths that would have resulted from those pregnancies. We argue that health economic analyses should not count such averted deaths as benefits in the same way as saved lives. First, by counting averted stillbirths and child deaths as a benefit but not counting as a cost the lives of babies who survive, DCPN and the Study Group implicitly commit themselves to antinatalism. Second, this method for calculating the benefits of family planning interventions implies that infertility treatments are harmful. Determining how potential people should be treated in health economic analyses will require grappling with population ethics.

Reserve Your Judgment on “Draconian” Chinese Video Gaming Restrictions on Children

China imposed strict restrictions on young people’s participation in videogaming from September 2021. Colder Carras et al.’s commentary (2021) referred to this policy as ‘draconian,’ i.e., ‘excessively harsh and severe.’ However, any opinion on whether this policy is ‘draconian’ is a value judgment, and any judgment on its ‘effectiveness’ ought to be reserved until proven or disproven by empirical evidence. Indeed, the Chinese policy is neither potentially ineffective nor draconian, and is already providing at least one identifiable benefit: enhancing consumer protection by effectively reducing underage players’ monetary spending on videogames, including on randomised, gambling-like mechanics known as ‘loot boxes.’

An Analysis of Subject Competencies Applied in the Activity Tasks of the ‘Home Life and Safety’ area in Middle School Technology-Home Economics Textbooks based on the 2015 Revised National Curriculum

The purpose of this study was to analyze two subject competencies (practical problem-solving capability and independent life capability) reflected in the activity tasks included in the ‘home life and safety’ area of 12 middle school technology-home economics textbooks in accordance with the 2015 revised curriculum. The analysis criteria were sub-elements of two subject competencies. Seven sub-elements were derived from each competency. Frequency analysis was performed to determine how often the sub-elements were reflected in the activity tasks. The results were as follows. First, with regard to the sub-elements of ‘practical problem-solving capability’, ‘value judgment’ was reflected most frequently in the activity tasks followed by ‘exemplification of solution’, ‘logical thinking’, ‘critical thinking’, ‘decision-making’, ‘practical reasoning’, and ‘evaluation of solutions’. Secondly, the sub-elements of ‘independent life capability’ were unevenly distributed in the activity tasks. The ‘capability to perform conscious living’ was reflected most frequently followed by ‘development and self-identity’, ‘time, money, and leisure management’, and ‘reasonable consumption and resource utilization’. For teachers wanting to teach activity-oriented classes and student participatory classes, the results pinpoint the materials necessary to develop learners’ subject competencies by using textbooks from different publishing companies.

Sensorimotor strategy selection under time constraints in the presence of two motor targets with different values

Goal-directed movements often require choosing an option from multiple potential goals under time constraints. However, there are limited studies on how humans change their time spent on decision-making and movement patterns according to time constraints. Here, we examined how sensorimotor strategies are selected under time constraints when the target values are uncertain. In the double-target condition, the values were uncertain until the movement onset and presented immediately afterwards. The behavior in this condition was compared to the single-target condition, in relation to time constraints and target-separation-angles. The results showed that the participants frequently used the choice-reaction even under tight time constraints, and their performance was consistently lower than that in the single-target condition. Additionally, in the double-target condition, differences in the movement trajectory depending on the time constraint and target-separation angle were confirmed. Specifically, the longer the time constraint, the higher the frequency of the intermediate behavior (to initiate movement toward the intermediate direction of two targets) or the change-of-mind behavior (to change the aiming target during movement). Furthermore, the smaller the target-separation angle, the higher the frequency of intermediate behavior, but the frequency of change-of-mind was not affected by the target-separation angle. These results suggest that the participants initiated the movement at an incomplete value judgment stage in some trials. Furthermore, they seemed to select a strategy to utilize the information obtained during the movement, taking into account the time constraints and target-separation angle. Our results show a consistent cognitive bias in choosing a higher value when multiple alternatives have different values. Additionally, we also suggest flexibility and adaptability in the movement patterns in response to time constraints.

The Role of Predictability During Negation Processing in Truth-Value Judgment Tasks

In experiments investigating the processing of true and false negative sentences, it is often reported that polarity interacts with truth-value, in the sense that true sentences lead to faster reaction times than false sentences in affirmative conditions whereas the same does not hold for negative sentences. Various reasons for this difference between affirmative and negative sentences have been discussed in the literature (e.g., lexical associations, predictability, ease of comparing sentence and world). In the present study, we excluded lexical associations as a potential influencing factor. Participants saw artificial visual worlds (e.g., a white square and a black circle) and corresponding sentences (i.e., “The square/circle is (not) white”). The results showed a clear effect of truth-value for affirmative sentences (true faster than false) but not for negative sentences. This result implies that the well-known truth-value-by-polarity interaction cannot solely be due to long-term lexical associations. Additional predictability manipulations allowed us to also rule out an explanatory account that attributes the missing truth-value effect for negative sentences to low predictability. We also discuss the viability of an informativeness account.

Linguistic cues facilitate children’s understanding of belief-reporting sentences

It has been well-documented that although children around 4 years start to attribute false beliefs to others in classic false-belief tasks, they are still less able to evaluate the truth-value of propositional belief-reporting sentences, especially when belief conflicts with reality. This article investigates whether linguistic cues, verb factivity in particular, can facilitate children’s understanding of belief-reporting sentences. Two experiments were implemented, one testing children’s knowledge of verb factivity using a gold medal task, and one investigating children’s interpretation of belief-reporting sentences using a truth-value-judgment task. Both experiments took advantage of the contrast between neutral non-factive mental verbs and strong negatively biased mental verbs. What sets the two apart is that the complement clause following a strong negatively biased mental verb is definitely false, whereas the one following a neutral non-factive mental verb remains indeterminate in the absence of additional information. The findings were that, first, 4-year-old children were able to tell the difference between the two types of mental verbs in factivity, and second, children’s performance was significantly improved when a strong negatively biased mental verb than when a neutral non-factive mental verb was used as the main verb of the belief-reporting sentences. The findings suggest that the use of strong negatively biased mental verbs facilitates children’s understanding of belief-reporting sentences. Implications of the findings are discussed in relation to the underlying mechanisms connecting verb factivity and false-belief understanding.

Students’ Attitude Towards Studying History and Teaching Practices

As an academic subject taught in schools, history provides infinite opportunities to develop analytical skills, value judgment and expression of creativity. But the actual classroom reality tells a different story. The linear approach to history teaching makes the subject extremely dull, monotonous and burdensome to the students. It is this attitude towards history teaching which breeds the perceptions of history being a non-utility subject, having no relevance with the present or future. The present paper synthesizes the findings of an empirical data collected to study the attitude of students towards history and the scope of creativity in history classrooms. The data were collected through classroom observations and questionnaires in three different schools of Delhi. Data analysis highlighted that majority of students did not like studying history or pursuing history as a career choice. Classroom observations found history teaching too much textbook centric and unrelated to students’ experiences. Content loaded and rigid methods of teaching history were the plausible reasons for students possessing negative attitude towards history.