The COVID-19 summer semester 2020 posed many challenges and uncertainties, quite unexpectedly and suddenly. In a sample of 314 psychology students, it was investigated how they experienced learning and preparing for an end-of-semester exam, which emotions and strain they experienced, how academic performance was affected, and how personal antecedents of learning as important facets of a learner’s identity could support or prevent overcoming adverse circumstances of learning. The participants of the study filled in a questionnaire about their achievement emotions and (...) strain they experienced during learning and exam preparation as well as academic self-concept, motivation, gender, proneness to anxiety. Points achieved in the exam were also recorded. The interaction between the variables was investigated by a structural equation model. It showed that the investigated variables can be distinguished into two groups, variables that contribute mainly negatively to performance and variables with a positive contribution. Strain experienced during the COVID-19 pandemic and unpleasant emotions “belong together” in the sense that they inhibit academic performance directly or indirectly. Proneness to anxiety in academic situations was related with higher levels of mental, emotional, and physical disturbances due to the COVID-19 situation. In contrast, motivation and a high academic self-concept acted as support for learning and performance. Both contribute to pleasant achievement emotions in the learning situation; moreover, motivation had a direct relationship to academic performance. The results from the present study do not only provide insight into important students’ personal dispositions and their role for learning in adverse circumstances but also give advice how to strengthen students for successful learning. (shrink)

The summer semester had just begun at Austrian and German universities when Covid-19 was declared a global pandemic by the World Health Organization. Thus, in March 2020, all universities closed their campuses, switching to distance learning within the span of about a single day. How did lecturers handle the situation? Were they still able to turn the situation into a positive one? What were the main obstacles with this difficult situation, and where there conditions which helped them to overcome the (...) new challenges? These are research questions of the present survey with a sample of 1,152 lecturers at universities in Austria and Germany. The survey focuses on the lecturers’ appraisals of the novel situation as challenging or threatful. These appraisals are important for approaching a situation or shying away from it. However, how well a person adjusts to a novel situation is also influenced by personal and environmental resources which help to overcome the situation. The present survey focused on four possible sources of influence: internal assessments of the situation determining it to be threatening and/or challenging, personal resources, attitudes, and support by the organization. It was investigated to which degree these sources of influence could contribute to the lecturers’ satisfaction with their teaching processes. A multiple regression with three criterion variables describing university lecturers’ perceived satisfaction with distance teaching was carried out. Predictor variables were the lecturers’ appraisals of challenge and threat, perceived support by the university and sense of belonging to the university, temporal resources, proficiency in using digital technologies, length of teaching experience, and gender. Lecturers were mostly satisfied with their teaching activities. Together with the perception of a low threat potential, challenge appraisals contributed strongest to satisfaction. In comparison, assessments of actual personal resources, skills in the use of digital technologies, teaching experience, and temporal resources were important but contributed less to satisfaction than challenge appraisals. It seems that lecturers were only able to use these resources when the technological resources were available and when the lecturers were confident in their technical abilities. (shrink)

Motivated by Kalman residuated lattices, Nelson residuated lattices and Nelson paraconsistent residuated lattices, we provide a natural common generalization of them. Nelson conucleus algebras unify these examples and further extend them to the non-commutative setting. We study their structure, establish a representation theorem for them in terms of twist structures and conuclei that results in a categorical adjunction, and explore situations where the representation is actually an isomorphism. In the latter case, the adjunction is elevated to a categorical equivalence. By (...) applying this representation to the original motivating special cases we bring to the surface their underlying similarities. (shrink)

In the present paper we give a description of the free algebra over an arbitrary set of generators in the variety of nilpotent minimum algebras. Such description is given in terms of a weak Boolean product of directly indecomposable algebras over the Boolean space corresponding to the Boolean subalgebra of the free NM-algebra.

Due to its allegedly diverse population and strong doctor–patient relations, Latin America has become one of the most attractive locations for international clinical trials. In the paper, I examine the case of recruitment of women and minority patients to serve as subjects of international clinical trials, through CROs operating in Latin America. In particular, the paper examines some of the strategies that CROs use to expand their services in the Latin American medical market, illuminating the mechanisms through which the current (...) organization of medical research contributes to power imbalances in the Global South. After analyzing the epistemic and ethical shortcomings of such endeavor, I show how Latin American patients participating in clinical trials are located in a position of double disadvantage. First, they suffer the consequences of a lack of appropriate understanding of symptoms and reaction to treatment. Second, they suffer the consequences of being subjects in clinical trials which are not designed to meet their needs, but the needs of patients in the Global North. Accordingly, I conclude by highlighting the importance of this double disadvantage and suggesting that the problem can be understood in terms of a misalignment of commercial, ethical, and epistemic concerns in clinical research. (shrink)

I focus on Barry C. Smith’s investigations in the phenomenology of speech, and on his ambitious, unified theory of both sub-personal and first-personal linguistic knowledge (2008, 2009). I argue that empirical hypotheses about our awareness of word meaning challenge the starting points of his phenomenology of speech, as they require both (1) modifications of his proposed theory of speakers experiences of word meaning, and (2) clarifications of what the phenomenology of speech teaches us and why.

The purpose of this paper is to uncover some of the limitations that critical contextual empiricism, and in particular Longino's contextualism, faces when trying to provide a normative account of scientific knowledge that is relevant to current scientific research. After presenting the four norms of effective criticism, I show how the norms have limited scope when dealing with cases of current scientific practices. I then present some historical evidence for the claim that the organization of science has changed in recent (...) decades, and I argue that the uncovered limitations emerge from this larger phenomenon. Finally, I conclude by suggesting two ways to overcome the previously uncovered limitations. (shrink)

All humans share a universal, evolutionarily ancient approximate number system (ANS) that estimates and combines the numbers of objects in sets with ratio-limited precision. Interindividual variability in the acuity of the ANS correlates with mathematical achievement, but the causes of this correlation have never been established. We acquired psychophysical measures of ANS acuity in child and adult members of an indigene group in the Amazon, the Mundurucú, who have a very restricted numerical lexicon and highly variable access to mathematics education. (...) By comparing Mundurucú subjects with and without access to schooling, we found that education significantly enhances the acuity with which sets of concrete objects are estimated. These results indicate that culture and education have an important effect on basic number perception. We hypothesize that symbolic and nonsymbolic numerical thinking mutually enhance one another over the course of mathematics instruction. (shrink)

Gender bias is a recalcitrant problem in academia and society. However, dissent has been created on this issue. We focus on dissenting studies by Stephen J. Ceci and Wendy M. Williams, arguing that they reach conclusions that are unwarranted on the basis of the available evidence and that they ignore fundamental objections to their methodological decisions. Drawing on discussions from other contexts, particularly on manufactured dissent concerning anthropogenic climate change, we conclude that dissent on gender bias substantially contributes to the (...) exacerbation of biases in society and an increasing number of attacks on researchers, making it both epistemically and socially problematic. (shrink)

El objeto de estudio de la presente investigación está constituido por las discriminaciones legales sufridas por las mujeres migrantes trabajadoras del hogar en España. Específicamente, aborda las discriminaciones que resultan de la intersección entre las diferentes relaciones de poder que afectan a este sector, con la finalidad de contribuir a la visibilización de las problemáticas existentes y de las demandas respectivas. Para ello, además de los estudios disponibles, se han tomado en consideración las voces de las propias trabajadoras a partir (...) de la observación participante en el sindicato de mujeres trabajadoras del hogar Sindihogar. (shrink)

Academics and professionals working with young women face a series of paradoxes. Over the last 20 years, the lives of young women in the UK and Europe have been transformed. They have gained considerable freedom and independence, but at the very same time, new, less tangible forms of constraint and subordination now play a defining role in the formation of their everyday subjectivities and identities. Young women have come to exemplify the pervasive sensibility of self-responsibility and self-organisation. This new ‘gender (...) regime’ demands both conceptualisation and practical response, drawing on educational research, social and cultural theory, and contemporary feminist thought. Within the overarching theme of pedagogical responses to these trends, through work in schools and within young women’s online and face-to-face communities, this book interrogates the field of sexuality and its visualisation across new and old media in the context of often predictable and endemic ‘moral panics’ about teenage pregnancy rates, sexually transmitted diseases, and internet pornography. In exploring how girls and young women respond to increasing expectations of them as the vanguard of economic, social, and cultural change, contributors to this volume interrogate the ways in which social and educational aspiration interact with young women’s developing and embodied identities. This book was originally published as a special issue of _Pedagogy, Culture and Society. _. (shrink)

This article analyzes local algorithmic practices resulting from the increased use of time-lapse (TL) imaging in fertility treatment. The data produced by TL technologies are expected to help professionals pick the best embryo for implantation. The emergence of TL has been characterized by promissory discourses of deeper embryo knowledge and expanded selection standardization, despite professionals having no conclusive evidence that TL improves pregnancy rates. Our research explores the use of TL tools in embryology labs. We pay special attention to standardization (...) efforts and knowledge-creation facilitated through TL and its incorporated algorithms. Using ethnographic data from five UK clinical sites, we argue that knowledge generated through TL is contingent upon complex human–machine interactions that produce local uncertainties. Thus, algorithms do not simply add medical knowledge. Rather, they rearrange professional practice and expertise. Firstly, we show how TL changes lab routines and training needs. Secondly, we show that the human input TL requires renders the algorithm itself an uncertain and situated practice. This, in turn, raises professional questions about the algorithm’s authority in embryo selection. The article demonstrates the embedded nature of algorithmic knowledge production, thus pointing to the need for STS scholarship to further explore the locality of algorithms and AI. (shrink)

Este estudio se centra en las últimas acciones dirigidas a promover la plena integración de las personas con discapacidad. La Globalización en muchos caso ha llevado a la exclusión social de los grupos que sufren una mayor marginación, haciendo preciso promover desde las instituciones un enfoque social y económico integrado que considere la economía, el comercio, el empleo y la cohesión social como elementos interdependientes para la reducción de las desigualdades, debiéndose dar preeminencia a las reformas sociales que fomenten la (...) igualdad y la plena integración siendo indudablemente necesarios controles de la ejecución de las políticas con el fin de integrar a los grupos más desfavorecidos social y económicamente. (shrink)

Associations of Politics and Nature: Cuban Corals in East‐Berlin, 1964–1974. The concept of association is centre stage in ecological studies on coral reefs. It describes the specific composition of diverse coral species in a given reef section that depends, among other factors, on the type of surf and the form of the seabed. ‘Association’ is also an important concept in Bruno Latour's plea for transcending the division between humans and objects in sociological analysis. Drawing on the idea of association, the (...) article explores the history of the corals that were moved from the northern Cuban coast to East‐Berlin in the late 1960s and worked into a coral reef diorama exhibited in East Berlin's Natural History Museum in 1974. By focusing on the mobilisation of the corals between Cuba and the GDR as well as within the museum, I will show that far from being sharply defined objects of nature, the corals collected in Cuba and displayed in East‐Berlin must be understood as parts of constantly changing heterogeneous associations of organisms, non‐organic material, national politics, postcolonial economies and institutional politics. (shrink)

Foreign language education in the twenty-first century still teaches vocabulary mainly through reading and listening activities. This is due to the link between teaching practice and traditional philosophy of language, where language is considered to be an abstract phenomenon of the mind. However, a number of studies have shown that accompanying words or phrases of a foreign language with gestures leads to better memory results. In this paper, I review behavioral research on the positive effects of gestures on memory. Then (...) I move to the factors that have been addressed as contributing to the effect, and I embed the reviewed evidence in the theoretical framework of embodiment. Finally, I argue that gestures accompanying foreign language vocabulary learning create embodied representations of those words. I conclude by advocating the use of gestures in future language education as a learning tool that enhances the mind. (shrink)

In recent decades, philosophers of science have become increasingly concerned with the social dimensions of scientific knowledge. Philosophers such as Helen Longino, Philip Kitcher, Miriam Solomon, Heather Douglas, and Janet Kourany have sought to incorporate the social aspects of science, while retaining the normative commitments of philosophy of science. Some of the major theoretical approaches in social epistemology of science, however, tend to ignore or underestimate the role that the current state of science organization plays in the production of scientific (...) knowledge.1 The world has changed significantly in recent decades, and science has changed with it. The.. (shrink)

Desde los inicios del filosofar y de las ciencias, el ejercicio de controvertir ha estado presente para dinamizar la emergencia de ideas, el reconocimiento de hechos y la formulación de métodos que los seres humanos han articulado con el propósito de entender las realidades que los rodean. Sin embargo, el estudio sistemático del desacuerdo en las ciencias como problema en sí mismo es de muy reciente data. Incluso la dimensión histórica de las controversias fue eclipsada por otras cuestiones aparentemente más (...) relevantes en los procesos de transformación que ha tenido la filosofía de la ciencia en los últimos 150 años. (shrink)