Why Do Children Who Solve False Belief Tasks Begin to Find True Belief Control Tasks Difficult? A Test of Pragmatic Performance Factors in Theory of Mind Tasks

The litmus test for the development of a metarepresentational Theory of Mind is the false belief (FB) task in which children have to represent how another agent misrepresents the world. Children typically start mastering this task around age four. Recently, however, a puzzling finding has emerged: Once children master the FB task, they begin to fail true belief (TB) control tasks. Pragmatic accounts assume that the TB task is pragmatically confusing because it poses a trivial academic test question about a rational agent’s perspective; and we do not normally engage in such discourse about subjective mental perspectives unless there is at least the possibility of error or deviance. The lack of such an obvious possibility in the TB task implicates that there might be some hidden perspective difference and thus makes the task confusing. In the present study, we test the pragmatic account by administering to 3- to 6-year-olds (N = 88) TB and FB tasks and structurally analogous true and false sign (TS/FS) tasks. The belief and sign tasks are matched in terms of representational and metarepresentational complexity; the crucial difference is that TS tasks do not implicate an alternative non-mental perspective and should thus be less pragmatically confusing than TB tasks. The results show parallel and correlated development in FB and FS tasks, replicate the puzzling performance pattern in TB tasks, but show no trace of this in TS tasks. Taken together, these results speak in favor of the pragmatic performance account.

Investigating Reversibility of Steps in Petri Nets

In reversible computations one is interested in the development of mechanisms allowing to undo the effects of executed actions. The past research has been concerned mainly with reversing single actions. In this paper, we consider the problem of reversing the effect of the execution of groups of actions (steps). Using Petri nets as a system model, we introduce concepts related to this new scenario, generalising notions used in the single action case. We then present properties arising when reverse actions are allowed in place/transition nets (PT-nets). We obtain both positive and negative results, showing that allowing steps makes reversibility more problematic than in the interleaving/sequential case. In particular, we demonstrate that there is a crucial difference between reversing steps which are sets and those which are true multisets. Moreover, in contrast to sequential semantics, splitting reverses does not lead to a general method for reversing bounded PT-nets. We then show that a suitable solution can be obtained by combining split reverses with weighted read arcs.

Constructivism in Education

In light of the broad, multidimensional, and contestable nature of constructivism, a central debate concerns the object of construction. What do we mean when we say that a learner is constructing something? Three general categories, with overlaps in between, are: the construction of meaning, the construction of knowledge, and the construction of knowledge claims. To construct meaning is to make sense of something by understanding both its parts and overall message. To construct knowledge is to obtain what philosophers traditionally call “justified true belief.” There are three conditions in this formulation of knowledge: belief, truth, and justification. Beliefs are intentional, meaningful, and representational, directing a person to attain truth and avoid error with respect to the very thing that person accepts. As for the notions of truth and justification, there are three major theories of truth, namely the correspondence theory, coherence theory, and pragmatic theory; and seven main types of justification, namely perception, reason, memory, testimony, faith, introspection, and intuition. Finally, to construct a knowledge claim is to indicate that one thinks that one knows something. The crucial difference between knowledge and a knowledge claim is that the latter has not acquired the status of knowledge. There are two main implications for teaching and learning that arise from an epistemological exploration of the concept of constructivism: First, educators need to be clear about what they want their students to construct, and how the latter should go about doing it. Informed by learner profiles and other contingent factors, educators should encourage their students to construct meanings, knowledge, and knowledge claims, individually and collaboratively, throughout their schooling years. Second, educators need to guard against some common misconceptions on constructivism in the schooling context. Constructivism, contrary to popular belief, is compatible with direct instruction, teacher guidance, structured learning, content learning, traditional assessment, and standardized testing. In sum, there are no pedagogical approaches and assessment modes that are necessarily constructivist or anticonstructivist. A variety of teaching methods, resources, and learning environments should therefore be employed to support students in their constructing process.

Supply of bread to Tobolsk Governorate by the merchants during the period of bad crops at the turn of 1860s– 1870s (On the example of the merchant V. D. Zharnikov)

The subject of this research is the supply of bread to Tobolsk Governorate by merchants during the period of bad crops at the turn of 1860s–1870s. The article is based on the principles of historicism, integrity, objectivity, and comprehensiveness; general scientific and traditional methods, such as systemic, historical-comparative, problem-historical. The scientific novelty lies in introduction of the new unpublished archival documents reflecting the role of merchantry in supplying bread to the region during bad crops. The source base is comprised of archival documents of the State Budget Archive of the Tyumen Region in Tobolsk. The statistical and clerical sources, as well as periodicals are also used in the article. The author is first to thoroughly examine the role of the merchant V. D. Zharnikov, who offered the provincial authorities to sell bread to the population at a lower price. Namely his initiative allowed the poor population to purchase bread at affordable prices during the period of bad crops, which mostly affected the residents of northern Tobolsk Governorate. Timely delivery of flour by inland transport to the north of the region has played a significant role. This prevented the rise in bread prices and its shortage. The initiative Vasily Dmitrievich Zharnikov to purchase, deliver and sell bread to northern Tobolsk Governorate at affordable made a crucial difference for the region.

Distributed responsibility in human–machine interactions

Artificial agents have become increasingly prevalent in human social life. In light of the diversity of new human–machine interactions, we face renewed questions about the distribution of moral responsibility. Besides positions denying the mere possibility of attributing moral responsibility to artificial systems, recent approaches discuss the circumstances under which artificial agents may qualify as moral agents. This paper revisits the discussion of how responsibility might be distributed between artificial agents and human interaction partners (including producers of artificial agents) and raises the question of whether attributions of responsibility should remain entirely on the human side. While acknowledging a crucial difference between living human beings and artificial systems culminating in an asymmetric feature of human–machine interactions, this paper investigates the extent to which artificial agents may reasonably be attributed a share of moral responsibility. To elaborate on criteria that can justify a distribution of responsibility in certain human–machine interactions, the role of types of criteria (interaction-related criteria and criteria that can be deferred from socially constructed responsibility relationships) is examined. Thereby, the focus will lay on the evaluation of potential criteria referring to the fact that artificial agents surpass in some aspects the capacities of humans. This is contrasted with socially constructed responsibility relationships that do not take these criteria into account. In summary, situations are examined in which it seems plausible that moral responsibility can be distributed between artificial and human agents.

(In)Visible Disease: Motions and Emotions Engendered by Papers and Diagnostics of People Accessing Healthcare in Burkina Faso

Within the last decade, challenges of diagnosis have emerged on the global health agenda, accompanied by an expansion in the use of point-of-care and rapid detection devices in low-resource contexts where laboratory facilities are scarce. Few studies have explored how these changes are shaping people’s diagnostic journeys and their modes of accessing such technologies. In this paper I show how sick people and their families in a peri-urban area in Burkina Faso attempt to access diagnostic technologies and make themselves visible to the healthcare system through papers. In this context, I show how referral papers and diagnostic papers take on significance for people as they attempt to access care and diagnostic technologies and ‘carry’ knowledge between different levels of the healthcare system. The use of papers is often an uncertain undertaking, as they remain unintelligible to the sick and the layperson. I highlight how the form of the papers makes a crucial difference to the ways that sick people are able to use them. Papers and diagnostic technologies present both opportunities and challenges, and simultaneously engender hope, uncertainty, disappointment, and despair for the sick seeking a cure. Uncertainties, especially financial ones, arise with the possibility of new referrals and diagnostic tests, and along the way many give up or are immobilised when faced with diagnostic ambiguity.

Loss given default in SME leasing

Leasing provides a fundamental source of firm funding, especially for small and medium-sized enterprises. A crucial difference from loans and bonds is that the lessor retains ownership rights of the leased asset during the lease term. This facilitates the asset utilization and work-out process and leads to higher liquidation proceeds. Hence, previous findings on the loan and bond loss given default (LGD) are not transferable to the leasing industry. Our analysis is based on a very granular data set covering a great variety of information on the lessee, the leased asset, as well as contractual and transactional characteristics. We examine novel LGD determinants such as an external credit rating, the lessee’s limited liability, and the number of leased assets and collaterals. Moreover, new results on previously explored factors question earlier findings, for example, on the lease contract type. Most importantly, as proposed by Miller and Töws (J Bank Finance 91:189–201, 2018), we analyze two different LGDs, one based on the asset utilization proceeds, the other on repayments. Our results clearly indicate the crucial importance of this separation when analyzing the drivers of the leasing LGD in detail because several determinants affect these LGDs in different ways. Our study assists both lessors and regulators in assessing the effective risk of lease contracts and enables lessors to enhance their risk management and work-out processes.

Parlez-vous francais? Effects of structure-based versus dynamic-usage-based approaches on oral proficiency

We investigated the effectiveness of two different teaching methods based on two different theoretical views of how languages are learned in oral proficiency after three years of L2 French instruction. The first method is commonly used in the Netherlands and is in line with structure-based (SB) principles, viewing language as a set of grammar rules that need to be explained to achieve accuracy, usually in the L1. The second method aligns with dynamic-usage-based (DUB) principles in that language is viewed as a set of conventionalized routines that are learned through frequent exposure and the L2 is spoken exclusively in class. In a large study (Rousse-Malpat et al., 2019), the DUB method proved more effective, but the effects of method and L2 exposure could not be separated as the amount of L2 exposure is a crucial difference between the methods. However, one SB teacher spoke French almost exclusively, comparable to what happens in a DUB classroom. In this study, we compared this SB group with a DUB group matching in scholastic aptitude. The free oral L2 French production of 41 Dutch participants was measured in terms of holistic and analytical scores. The DUB method was more effective in terms of general proficiency, fluency, grammatical complexity, accuracy of the present tense, and overall L2 use. Our findings suggest that a teaching method in line with DUB principles is more beneficial in achieving overall oral proficiency and explicit grammar is not needed to achieve accuracy.

The Oxymoron of Carbon Dioxide Removal: Escaping Carbon Lock-In and yet Perpetuating the Fossil Status Quo?

There appears to be a paradox in the debate over carbon dioxide removal (CDR) technologies. On the one hand, CDR is recognised as a crucial technical option to offset residual carbon emissions from fossil fuel use, so that it can help a transition to the net-zero energy system. But on the other hand, a serious concern is raised about CDR as a way to circumvent necessary emissions reduction, hence perpetuating the status quo of fossil fuel use. This apparent paradox of CDR, however, has less to do with technology itself but more with the difficulty to move away from carbon lock-in—the deeply entrenched fossil-fuel-based energy system. The challenge of decarbonisation is indeed about eroding the deep lock-ins that perpetuate the production and consumption of fossil fuels. To understand the role of CDR in overcoming carbon lock-in, looking back the past debate on carbon capture and storage (CCS) is instructive. Although both CCS and CDR are criticised for keeping the fossil status quo, there is a crucial difference between them. Unlike CCS, CDR can possibly avoid the risk of reinforced lock-in, given its physical decoupling from fossil fuel use. And yet CDR has the risk of undue substitution that continues unjustly fossil carbon emissions. A change of the framing question is thus needed to puzzle out the paradox of CDR. To rightly place CDR in the challenge of rapid decarbonisation, we should ask more how CDR technologies can be used in alignment with a managed decline to fossil fuel production.

The Sustainability of Waste Management Models in Circular Economies

The circular economy (CE) is considered a key economic model to meet the challenge of sustainable development. Strenous efforts are focused on the transformation of waste into resources that can be reintroduced into the economic system through proper management. In this way, the linear and waste-producing value chain problems are solved, making them circular, and more sustainable solutions are proposed in those chains already benefiting from circular processes, so that waste generation and waste are reduced on the one hand, and on the other, the non-efficient consumption of resources decreases. In the face of this current tide, there is another option that proposes a certain nuance, based on the premise that, although circular systems promote sustainability, it does not mean that they are in themselves sustainable, given that, in the first place, the effects of CE on sustainable development are not fully known and, on the other hand, the CE model includes the flow of materials, with only scant consideration of the flow of non-material resources (water, soil and energy). This paper aims to contrast both currents from an empirical viewpoint. To achieve this, a sustainability analysis of the circular waste management systems measured through a sustainability indicator, the carbon footprint (CF), as a main sustainable indicator in climate change action, is carried out. A crucial difference between circular models that promote waste management and those that do not is found in the collective systems of extended producer responsibility (or CPR). One of the most efficient recycling processes in Europe, waste tire management, has been chosen. Thus, the aim is to verify the sense of including environmental sustainability indicators, as CF, in the process of these systems. A sustainability management model (SBA) applies to End-of Life tire collection systems (ELT). This model is based on the accumulation of environmental impacts through the activities that generate them. To be transparent, this study requires a publicly recognized CF, so the study is focused on SIGNUS, the main Spanish waste tires CPR. The results achieved allow us to conclude that CF is much lower using CPR than non-linear processes. Despite the role that CPR have in the management and use of waste as secondary raw material, it is a priority to focus efforts on their redesign in order to reduce waste. In terms of circular economy, all actions are necessary in order to achieve system efficiencies, even when externalities occur in this process.