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--- - |2 The capacity of an organization to innovate, change, and be effective depends on the skills and abilities of employees, highlighting the importance of developing individual capabilities. The 70:20:10 framework is used by practitioners to guide them when developing effective learning and development programs. Although the framework has been adopted globally in both private and public sectors, its effectiveness has not been assessed in relation to the transfer of learning. Using qualitative data from the Australian public sector, this study explores how the framework is being implemented and whether it facilitates the transfer of learning to build middle management capability. Results showed that despite middle managers' awareness of, and willingness to take part in, ongoing skill development, attempts to develop capability through learning transfer by implementing the 70:20:10 framework were not achieving the desired outcomes. The research suggests that learning transfer and managerial capability development was hindered through four misconceptions regarding the framework's implementation. These are: an overconfident assumption that unstructured experiential learning automatically results in capability development; a narrow interpretation of social learning; the expectation that managerial behavior would automatically change following formal training and development activities without the need to actively support the process; and a lack of recognition of the requirement of a planned and integrated relationship of all three aspects of the framework. We suggest future research seeks to explicate the role of social learning in supporting the efficacy of both formal and experiential learning. - Human Resource Development Quarterly, EarlyView.

--- - |2 This study explores how entrepreneurs develop human resources within their firms. Based on an analysis of interviews with entrepreneurs and new venture consultants, we describe entrepreneurs' human resources development (HRD) approaches. We found that entrepreneurs rely on networking and creativity, aim to leverage employees' interest and competencies, and allow cocreation by employees; current requirements and situational conditions shape entrepreneurs' HRD decisions. To elaborate on our findings, we draw on the distinction between causation and effectuation. We describe an entrepreneurial HRD process that combines both a causation‐based and an effectuation‐based HRD approach. - Human Resource Development Quarterly, EarlyView.

--- - |2 What is it for two people to think of something under the same mode of presentation (MOP)? This has seemed a difficult question for “atomistic” theories such as the Mental Files approach or the Language of Thought hypothesis. Here I propose a simple answer. I first argue that, by parallel with the synchronic intrapersonal case, the sharing of a MOP should involve epistemic transparency between the token thoughts of the two thinkers. I then explain how shared words help bring about this transparency. Finally, I show how the account can deal with MOPs expressed using demonstratives and indexicals. - Mind & Language, EarlyView.

--- - |2 Intellectualists about knowledge‐how argue that knowing how to do something is knowing the content of a proposition (i.e., a fact). An important component of this view is the idea that propositional knowledge is translated into behavior when it is presented to the mind in a peculiarly practical way. Until recently, however, intellectualists have not said much about what it means for propositional knowledge to be entertained under thought's practical guise. Carlotta Pavese fills this gap in the intellectualist view by modeling practical modes of thought after Fregean senses. In this paper, I take up her model and the presuppositions it is built upon, arguing that her view of practical thought is not positioned to account for much of what human agents are able to do. - Mind & Language, EarlyView.

--- - - Mind & Language, Volume 33, Issue 4, Page 319-320, September 2018.

--- - |2 Following the 2007/2008 global financial crisis, the UK public sector has experienced major funding cuts resulting in staffing reductions and a dilution in the employment deal. Consequently, the aim of this study is to understand how i‐deals, which are unique conditions of employment negotiated between an individual and their employer (Rousseau, 2005), may be used to accept a new psychological contract and foster employee engagement during austerity. Four qualitative team case studies were conducted comprising senior, middle‐line, and first‐line managers, and either professional or nonprofessional employees, within one English local authority (LA). Methods included 29 × one‐to‐one and three focus group semistructured interviews incorporating the critical incident technique. By examining i‐deals through the lens of social exchange theory (Blau, 1964), this research demonstrates the role of reciprocity in the form of i‐deals to accept the new psychological contract and foster engagement. Here, for some employees, once concrete and universal resources were available to a certain level (e.g., pay), the difference (e.g., universal resources such as a pay rise, external training) was substituted by more particularistic resources (e.g., flexibility and developmental i‐deals) herewith extending Foa and Foa's (1976, 1980, and 2012) resource theory. Furthermore, resultant economic or social exchange may be due to the individual attribution of why the i‐deal was agreed, rather than the i‐deal content. Finally, when i‐deals are denied, action to lower the risk of psychological contract breach is advised. - Human Resource Development Quarterly, EarlyView.

--- - - Human Resource Development Quarterly, Volume 29, Issue 3, Page 187-192, Fall 2018.

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--- - |2 Is it possible to deliberate consciously during a 1‐min‐per‐player chess game? I argue that, in contrast to views of the philosophers Hubert Dreyfus and John McDowell, even 1‐min‐per‐player chess games involve conscious thought and deliberation. In making my case, I rely on experimental results from two small‐scale studies I conducted on chess players, chess players' first‐person reports, and theoretical considerations that distinguish automatic skills from consciously controlled skills. This work bolsters Yu‐Hsuan Chang and David Lane's 2016 study suggesting that simultaneous chess exhibitions and speed chess allow time for calculation. It also aims to inspire future, larger‐scale studies investigating the role of declarative thought in 1‐min‐per‐player games. - Mind & Language, EarlyView.

--- - |2 The nature of attention has been the topic of a lively research programme in psychology for over a century. But there is widespread agreement that none of the theories on offer manage to fully capture the nature of attention. Recently, philosophers have become interested in the debate again after a prolonged period of neglect. This paper contributes to the project of explaining the nature of attention. It starts off by critically examining Christopher Mole's prominent “adverbial” account of attention, which traces the failure of extant psychological theories to their assumption that attending is a kind of process. It then defends an alternative, process‐based view of the metaphysics of attention, on which attention is understood as an activity and not, as psychologists seem to implicitly assume, an accomplishment. The entrenched distinction between accomplishments and activities is shown to shed new light on the metaphysics of attention. It also provides a novel diagnosis of the empirical state of play. - Mind & Language, EarlyView.

--- - |2 Consider the following sentence: “Mary meditated on the sentence ‘Bill is a good friend’ and concluded that he was a good friend.” It is standardly assumed that in sentences of this sort, containing so‐called “closed” quotations, the expressions occurring between quotation marks are mentioned and do not take their ordinary referents. The quoted NP “Bill” refers, if anything, to the name ‘Bill,’ not to the individual Bill. At the same time, the pronoun “he,” apparently anaphoric on quoted “Bill,” refers to the individual Bill. The case seems thus to invalidate the intuitive principle that pronouns anaphoric on referential expressions inherit their reference from their antecedents. The paper formulates the argument, argues that sentences exhibiting the described pattern do not constitute evidence against the intuitive principle, and proposes an alternative account of the anaphoric relation involved. - Mind & Language, EarlyView.

--- - |2 The idea that attention is necessary for consciousness (the “Necessity Thesis”) is frequently advocated by philosophers and psychologists alike. Experiments involving inattentional and change blindness are thought to support the Necessity Thesis, but they do so only if subjects failing to notice the target stimulus are also not conscious of it. This article uses commonsense phenomenological observations supplemented with empirical data to argue that some subjects failing to notice the target stimulus nonetheless experience its color. Since subjects not noticing the target are commonly assumed to be not attending to it, these scenarios would be instances of consciousness without attention: instead of inattentional and change blindness supporting the Necessity Thesis, they would present counterexamples to it. - Mind & Language, EarlyView.

--- - |2 Lies are typically defined as believed falsehoods asserted with the intention of deceiving the hearer. A particularly problematic case for this definition is that of false implicatures. These are prototypically cases where the proposition expressed by the speaker's utterance is true, yet an implicature conveyed by this proposition in context is false. However, implicature is a diverse category and whether a blanket statement such as “false implicatures are lies,” as some have argued can account for all of them is open to investigation. We present an experimental investigation of whether naïve participants define different types of implicatures as lies. Our results show that only a couple of types of implicatures were strongly rated as lies by participants. These results suggest that participants distinguish between different types of communicated meanings on linguistic grounds, contributing both to the literature on lying, as well as to theoretical discussions of how different types of meaning are communicated. - Mind & Language, EarlyView.

--- - |2 Mercier and Sperber illuminate many aspects of reasoning and rationality, providing refreshing and thoughtful analysis and elegant and well‐researched illustrations. They make a good case that reasoning should be viewed as a type of intuition, rather than a separate cognitive process or system. Yet questions remain. In what sense, if any, is reasoning a “module?” What is the link between rationality within an individual and rationality defined through the interaction between individuals? Formal theories of rationality, from logic, probability theory and game theory, while not the focus of Mercier and Sperber's book, may help clarify this latter question. - Mind & Language, EarlyView.

--- - |2 The standard view of the function of reason is that it emerged to enable individuals to make better judgements and choices. Once individuals could think better, and once we had suitable communicative tools, individual reasoning acquired a public face; we reasoned together as well as privately, in our own mind. Hugo Mercier and Dan Sperber argue that this gets the story the wrong way around: reasoning evolved for public purposes: to persuade, negotiate, assess. Once it was established publically, perhaps it acquired a private function too. With the exception of a few minor complaints, this evolutionary case is well made. However, Mercier and Sperber embed their evolutionary case within a modular view of the mind and suggest a modular view of public reasoning itself. While I find the evolutionary case persuasive, I am sceptical of the cognitive science framework. - Mind & Language, EarlyView.

--- - |2 In their reviews, Chater and Oaksford, Dutilh Novaes, and Sterelny are critical of our modularist approach to reason. In this response, we clarify our claim that reason is one of many cognitive modules that produce intuitive inferences each in its domain; the reason module producing intuitions about reasons. We argue that in‐principle objections to the idea of massive modularity based on Fodor's peculiar approach are not effective against other interpretations that have led to insightful uses of the notion in psychology and biology. We explain how the reason module evaluates reasons on the basis of their metacognitive properties. We show how the module fulfils a social function, that of producing reasons to justify oneself and convince others and of evaluating the reasons others produce to convince us. - Mind & Language, EarlyView.

--- - |2 In The Enigma of Reason, Mercier and Sperber (M&S) present and defend their interactionist account of reason. In this piece, I discuss briefly the points of agreement between M&S and myself and, more extensively, the points of disagreement, most of which pertain to details of the evolutionary components of their account. I discuss in particular the purported modular nature of reason; their account of myside bias as an optimum/adaptation; and the claim that reason thus construed must be an individual‐level and not a group‐level adaptation. In the final section, I offer brief considerations on an alternative account of reasoning, where the focus is on how sociocultural environments may tune the social production and evaluation of arguments. - Mind & Language, EarlyView.

--- - |2 The cognitive phenomenology thesis claims that “there is something it is like” to have cognitive states such as believing, desiring, hoping, attending, and so on. In support of this idea, Goldman claimed that the tip‐of‐the‐tongue phenomenon can be considered as a clear‐cut instance of nonsensory cognitive phenomenology. This paper reviews Goldman's proposal and assesses whether the tip‐of‐the‐tongue and other metacognitive feelings actually constitute an instance of cognitive phenomenology. The paper will show that psychological data cast doubt on the idea that the tip‐of‐the‐tongue and other metacognitive feelings are clear‐cut instances of cognitive phenomenology. - Mind & Language, EarlyView.

--- - |2 Extant literature draws numerous links between aspects of human resource development (HRD) activity and organizational creativity/innovation, noting that investments in learning positively impact creative output. Within this research base, studies suggest that the ability to self‐direct learning activity can influence creative performance, but we do not yet understand how such processes operate, particularly in small‐medium enterprise (SME) contexts. Given the positive economic and social impacts generated by SMEs, themselves often being sources of breakthrough product or service innovation, this is an important research problem that requires our collective attention. This article argues that while the ability to self‐direct learning activity does contribute to the generation of ideas in SME contexts, the presence of multiple stakeholder voices in the learning conversation suggests that learning is better conceptualized as codirected rather than self‐directed. This study finds that codirected approaches to learning operate through a mechanism termed “participative dialogue,” whereby both employees and managers contribute to learning conversations. It also highlights the role of employee critical self‐appraisal in driving self‐directedness and contributing to the generation of ideas. Findings ultimately suggest that codirection of learning benefits idea generation because such approaches facilitate the emergence of unexpected patterns of thinking, which drive the divergence that creativity depends upon. - Human Resource Development Quarterly, EarlyView.

--- - |2 This is a reminiscence and short biographical sketch of the late philosopher and cognitive scientist Jerry Fodor. It includes a summary of his main proposals about the mind: his “Language of Thought” hypothesis; his rejection of analyticity and conceptual role semantics; his “mad dog nativism”; his proposal of mental modules and—by contrast—his skepticism about a computational theory of central cognition; his anti‐reductionist, but still physicalist, views about psychology; and, lastly, his attacks on selectionism. I conclude with some discussion of his idiosyncratic style and of his aesthetic and other interests. An appendix provides some memorable quotes. - Mind & Language, Volume 33, Issue 4, Page 321-341, September 2018.

--- - |2 I outline three conceptions of seeing that a creature might possess: “the headlamp conception,” which involves an understanding of the causal connections between gazing at an object, certain mental states, and behavior; “the stage lights conception,” which involves an understanding of the selective nature of visual attention; and seeing‐as. I argue that infants and various nonhumans possess the headlamp conception. There is also evidence that chimpanzees and 3‐year‐old children have some grasp of seeing‐as. However, due to a dearth of studies, there is no evidence that infants or nonhumans possess the stage lights conception of seeing. I outline the kinds of experiments that are needed, and what we stand to learn about the evolution and development of perspective taking. - Mind & Language, EarlyView.

--- - |2 Recent work on the side‐effect effect has shown that subjects' intentionality judgments are influenced by moral evaluations. In six experiments, we tested four different candidates for the cognitive foundation derived from prominent explanatory accounts (prescriptiveness, [un‐]expectedness, blame and a shift in default attitudes) against each other in three steps. First, Study 1 showed that the effect even extends to certain descriptive norms. Second, Studies 2–5 investigated the candidates more directly. Results reveal that intentionality judgments could best be explained by underlying shifts in default attitudes. Third, Study 6 experimentally manipulated this default attitude, leading to the predicted change in intentionality judgments. - Mind & Language, EarlyView.

--- - |2 This is a methodological presentation of the relationship between semantics and survey statistics in human resource development (HRD) research. This study starts with an introduction to the semantic theory of survey response (STSR) and proceeds by offering a guided approach to conducting such analyses. The reader is presented with two types of semantic algorithms and a brief overview of how they are calculated and how they can be accessed by interested researchers. Subsequently, we use semantic data to reanalyze a previously published study on the relationships between perceptions of a trainee program, intrinsic motivation, and work outcomes. The semantic algorithms can explain between 31 and 55% of the variation in the observed correlations. This article shows how the statistical models originally used to explore the survey data can be replicated using semantics either alone or as an identifiable source of variation in the data. All the steps are presented in detail, and the datasets as well as the statistical syntax necessary to perform the analyses are made available to the readers. Implications for methodology and the improvement of predictive validity in HRD research are discussed. - Human Resource Development Quarterly, EarlyView.

--- - |2 It is often possible to know what a speaker intends to communicate without knowing what they intend to express. In such cases, speakers need not intend to express anything at all. Stanley and Szabó's influential survey of possible analysis of quantifier domain restriction is, therefore, incomplete and the arguments made by Clapp and Buchanan against Truth Conditional Compositionality and propositional speaker‐meaning are flawed. Two theories should not always be viewed as incompatible when they associate the same utterance with different propositions, as there may be many ways to interpret speakers that are compatible with their intentions. - Mind & Language, EarlyView.

--- - |2 Since at least Hume and Kant, philosophers working on the nature of aesthetic judgment have generally agreed that common sense does not treat aesthetic judgments in the same way as typical expressions of subjective preferences—rather, it endows them with intersubjective validity, the property of being right or wrong regardless of disagreement. Moreover, this apparent intersubjective validity has been taken to constitute one of the main explananda for philosophical accounts of aesthetic judgment. But is it really the case that most people spontaneously treat aesthetic judgments as having intersubjective validity? In this paper, we report the results of a cross‐cultural study with over 2,000 respondents spanning 19 countries. Despite significant geographical variations, these results suggest that most people do not treat their own aesthetic judgments as having intersubjective validity. We conclude by discussing the implications of our findings for theories of aesthetic judgment and the purpose of aesthetics in general. - Mind & Language, EarlyView.

--- - |2 A Bayesian mind is, at its core, a rational mind. Bayesianism is thus well‐suited to predict and explain mental processes that best exemplify our ability to be rational. However, evidence from belief acquisition and change appears to show that we do not acquire and update information in a Bayesian way. Instead, the principles of belief acquisition and updating seem grounded in maintaining a psychological immune system rather than in approximating a Bayesian processor. - Mind & Language, EarlyView.

--- - |2 According to the U.S. Department of Justice (2007), over 10,000 formerly incarcerated individuals are released each week from federal and state prisons. The purpose of this study is to draw upon human capital theory to examine the relationships between the types of training programs and gainful employment for formerly incarcerated individuals. Three types of training programs considered in this study are school‐based training programs, pre‐employment training programs, and postemployment training programs. Generalized linear mixed models are used to determine if each type of training program is related to employment status and income. Based on a sample from the National Longitudinal Survey of Youth 1997 (NLSY97), postemployment training programs are positively related to gainful employment for formerly incarcerated individuals. This result emphasizes the pivotal role of employers in addressing mass incarceration through human resources development (HRD). - Human Resource Development Quarterly, Volume 29, Issue 3, Page 263-286, Fall 2018.

--- - |2 This study examined the extent to which the factor structure of the Knowledge‐Creation Practice Inventory (KCPI) is invariant across different occupational groups in South Korea, based on the studies of Song et al in 2011 and 2012. Inspired by Nonaka's (1994) knowledge‐conversion theory, the inventory consists of four dimensions (i.e., knowledge sharing, creating concepts, justifying concepts, and building prototypes), measured by 11 items. A total of 2,364 responses collected from school teachers (n = 1,864), public‐sector employees (n = 214), and private‐sector employees (n = 286) were utilized to examine the measurement invariance, using a series of hierarchical multigroup confirmatory factor analyses. The results indicated that the four‐factor, 11‐item measurement model is equivalent across the three groups, supporting configural invariance, metric invariance, scalar invariance, and factor variance/covariance invariance, except factor mean invariance. A series of post‐hoc tests were additionally conducted to identify the factor mean differences among the three groups. Based on the results of this study, future researchers should use more diverse samples including a wide range of cultures or different subcultural groups (e.g., occupations, genders, and educational backgrounds) to expand the universality of the factor construct. Relevant organizations can utilize the inventory to assess their current capacity of knowledge creation and design for appropriate human resource (HR) or organizational development interventions to nurture and enhance employees' learning‐related behaviors. Since the generalizability and validity of the KCPI were supported in this study, at least among these three groups, more reliable, rigorous group comparisons are available for future research utilizing this inventory. - Human Resource Development Quarterly, Volume 29, Issue 3, Page 243-262, Fall 2018.

--- - |2 The paper evaluates a well‐known argument for a self from episodic memories—that remembering that I did something or thought something involves experiencing the identity of my present self with the past doer or thinker. Shaun Nichols argues that although it phenomenologically appears to be the case that we are identical with the past self, no metaphysical conclusion can be drawn from the phenomenology. I draw on literature from contemporary psychology and Buddhist resources to arrive at a more radical conclusion: that there is no phenomenological sense of identity with a past self; the sense of self in episodic memory depends on narrative construction of the self. - Mind & Language, EarlyView.

--- - |2 Managerial coaching (also known as the leader‐as‐coach model) is becoming prevalent as a new management paradigm to develop and empower employees and help them increase their performance. At the same time, the composition of the workforce has changed, with female employees reaching almost 50% of workers and around 30% of managers. Accordingly, scholars have set out to understand if gender affects managerial behaviors and employee responses. The goal of this study is to evaluate if significant differences in performance should be expected when coaching female and male employees. The results suggest that female and male responses to managerial coaching are more complex than expected. Managerial coaching positively affects female behavioral and result performance and male behavioral performance, but—contrary to expectations—no significant effect was found for coaching on male result performance. Additionally, female and male employees differ in their self‐evaluation of the focal performance constructs, with females evaluating their contribution to performance at lower levels than their male counterparts. The results suggest that, to be an effective developmental tool, the approach taken with coaching should take into consideration the recipient's gender and address different areas of performance. - Human Resource Development Quarterly, Volume 29, Issue 3, Page 219-241, Fall 2018.

--- - |2 Embodied cognition emphasizes the importance of the body to cognition, but what is the nature of this importance? For some advocates, the body provides a computational resource within the context of a larger cognitive system. For others, the body constrains cognition, such that differently embodied organisms will differ cognitively as well. I examine these distinct conceptions of embodiment, defending the greater interest of the second. I argue as well that judgments of the body's significance in cognition do not, as contestants on both sides of the debate often insist, depend on showing the body to be a constituent in cognition. - Mind & Language, EarlyView.

--- - |2 Previous experimental studies on epistemic contextualism have, for the most part, not been designed to distinguish between contextualism and one of its main competing theories, subject‐sensitive invariantism (SSI). In this paper, we present a “third‐person” experimental design that is needed to provide evidence that would support contextualism over SSI, and we then present our results using this design. Our results not only provide crucial support for contextualism over SSI, but also buck the general trend of failing to detect the kind of contextual effect that the epistemic contextualism relies upon. - Mind & Language, EarlyView.

--- - |2 It has been argued that implicit biases are operative in philosophy and lead to significant epistemic costs in the field. Philosophers working on this issue have focused mainly on implicit gender and race biases. They have overlooked ideological bias, which targets political orientations. Psychologists have found ideological bias in their field and have argued that it has negative epistemic effects on scientific research. I relate this debate to the field of philosophy and argue that if, as some studies suggest, the same bias also exists in philosophy then it will lead to hitherto unrecognised epistemic hazards in the field. Furthermore, the bias is epistemically different from the more familiar biases in respects that are important for epistemology, ethics, and metaphilosophy. - Mind & Language, EarlyView.

--- - - Human Resource Development Quarterly, Volume 29, Issue 3, Page 193-202, Fall 2018.

--- - |2 Non‐human animal evidence is frequently invoked in debates in cognitive science. Here, I critically assess one use of such evidence in the form of the “argument from animals,” a prominent positive argument for nativism, which roughly states that non‐human cognitive development is largely nativist, and thus human cognitive development is most likely largely nativist too. I offer a number of reasons to reject this argument, and in doing so derive some important broader lessons concerning the appropriate role of non‐human animal evidence in a science of the human mind. - Mind & Language, EarlyView.

--- - |2 The debate regarding the nature of joint action has come to a stalemate due to a dependence on intuitional methods. Normativists, such as Margaret Gilbert, argue that action‐relative normative relations are inherent in joint action, while non‐normativists, such as Michael Bratman, claim that there are minimal cases of joint action without normative relations. In this work, we describe the first experimental examinations of these intuitions, and report the results of six studies that weigh in favor of the normativist paradigm. Philosophical ramifications and further extensions of this work are then discussed. - Mind & Language, EarlyView.

--- - |2 From the perspective of a person‐centered approach, the purpose of this study is to identify and analyze latent profiles of employees according to the employees' levels of work‐to‐family conflict (WFC) and family‐to‐work conflict using latent‐profile analysis. This study utilized work, family, and health study (WFHS) data compiled from 823 employees at select Fortune 500 information technology (IT) companies. The data were examined using multinomial logistic regression analysis to determine whether individuals could be grouped into certain profiles according to their demographic characteristics. The group differences in the outcome variables of the WFC were also considered using the analysis of variance technique. The results suggest that HR/HRD professionals should consider how various types and intensities of conflicts combine to influence employees and should deploy this information when designing strategies and interventions to reduce WFCs. - Human Resource Development Quarterly, Volume 29, Issue 3, Page 203-217, Fall 2018.

--- - |2 How do children learn the meanings of propositional attitude verbs? We argue that children use information contained in both syntactic distribution and pragmatic function to zero in on the appropriate meanings. Specifically, we identify a potentially universal link between semantic subclasses of attitude verbs, their syntactic distribution and the kinds of indirect speech acts they can be used to perform. As a result, children can use the syntax as evidence about the meaning, which in turn constrains the kinds of pragmatic enrichments they do and do not make in understanding these verbs in conversation. - Mind & Language, EarlyView.

--- - |2 “I”‐thought is often taken to have a special cognitive significance, with “I” symbolising a subjective way of thinking about oneself that is inapt for communication. In this paper I argue that the way one thinks of oneself in “I”‐thought is immaterial to the meaning of “I,” for in general the psychological role associated with a referential expression is separable from its meaning. With respect to “I,” I suggest that its meaning consists in an interpersonal way of fixing its reference in a context, which is accessible to the speaker and the hearer. Consequently, “I” would have a dual cognitive significance. - Mind & Language, EarlyView.

--- - |2 Many philosophers have claimed that the folk endorse moral universalism. But while some empirical evidence supports the claim that the folk endorse moral universalism, this work has uncovered intra‐domain differences in folk judgments of moral universalism. In light of all this, our question is: why do the folk endorse moral universalism? Our hypothesis is that folk judgments of moral universalism are generated in part by a desire to punish. We present evidence supporting this across three studies. On the basis of this, we argue for a debunking explanation of folk judgments of moral universalism. - Mind & Language, EarlyView.

--- - |2 Several theories, which attempt to give an account of cumulative culture, emphasize the importance of high‐fidelity transmission mechanisms as central to human learning. These high‐fidelity transmission mechanisms are thought to account for the ratchet effect, that is, the capacity to inherit modified or improved knowledge and skills rather than having to develop one's skills from the ground up via individual learning. In this capacity, imitation and teaching have been thought to occupy a special place in the explanation of cumulative culture because they are both thought to function as high‐fidelity transmission mechanisms. In contrast to this standard view, I will argue that imitation and teaching are not both best construed as primarily high‐fidelity transmission mechanisms. Rather, I will argue that though both can contribute to the high‐fidelity transmission of information, imitation and teaching make two distinct contributions to cumulative culture. I will claim that imitation functions primarily as a high‐fidelity transmission mechanism while teaching is primarily responsible for the innovation and creativity characteristic of cumulative culture. - Mind & Language, Volume 33, Issue 4, Page 355-377, September 2018.

--- - |2 This article focuses on the question of the function of imitation and whether current accounts of imitative function are consistent with our knowledge about imitation's origins. We first review theories of imitative origin concluding that empirical evidence suggests that imitation arises from domain‐general learning mechanisms. Next, we lay out a selective account of function that allows normative functions to be ascribed to learned behaviours. We then describe and review four accounts of the function of imitation before evaluating the relationship between the claim that imitation arises out of domain‐general learning mechanisms and theories of the function of imitation. - Mind & Language, Volume 33, Issue 4, Page 378-396, September 2018.

--- - |2 Most views of agency take acting for reasons (whether explanatory or justifying) to be an important hallmark of the capacity for agency. The problem, however, is that the standard analysis of what it is to act in light of reasons is not sufficiently fine grained to accommodate what we will argue are the myriad types of ways that agents can do so. We suggest that a full account of acting for reasons must also recognize the relationship that agents have with their reasons. We focus on two types of relationships. The first is the traditional case, where agents act in light of reasons that they take to be their own and that they endorse. We describe this as possessing an Endorsement Relationship with one's reasons. A second way of relating to reasons is what we will describe as possessing a Directed Relationship with one's reasons. This includes cases in which agents' actions are the product of reasons but toward which agents do not have an Endorsement Relationship. The Endorsement Relationship is uncontroversial. In this paper, we defend the existence and importance of the Directed Relationship. We show that it is a genuine but overlooked way of relating to, and thereby acting for, reasons. - Mind & Language, EarlyView.

--- - |2 Number morphology (e.g., singular vs. plural) is a part of the grammar that captures numerical information. Some languages have morphological Number values, which express few (paucal), two (dual), three (trial) and sometimes (possibly) four (quadral). Interestingly, the limit of the attested morphological Number values matches the limit of non‐verbal numerical cognition. The latter is based on two systems, one estimating approximate numerosities and the other computing exact numerosities up to three or four. We compared the literature on non‐verbal number systems with data on Number morphology from 218 languages. Our observations suggest that non‐verbal numerical cognition is reflected as a core part of language. - Mind & Language, EarlyView.

--- - |2 We present an investigation of the ways in which speakers' subjective perspectives are likely to affect the meaning of gradable adjectives like tall or heavy. We present the results of a study showing that people tend to use themselves as a yardstick when ascribing these adjectives to human figures of varied measurements: subjects' height and weight requirements for applying tall and heavy are found to be positively correlated with their personal measurements. We draw more general lessons regarding the definition of subjectivity and the ways in which a standard of comparison and a significant deviation from that standard are specified. - Mind & Language, EarlyView.

--- - |2 Imitation research has focused on turn‐taking contexts in which one person acts and one person then copies that action. However, people also imitate when engaging in joint actions, where two or more people coordinate their actions in space and time in order to achieve a shared goal. We discuss how the various constraints imposed by joint action modulate imitation, and the close links between perception and action that form the basis of this phenomenon. We also explore how understanding imitation in the context of joint action yields new insights into cultural phenomena such as teaching and innovation. - Mind & Language, Volume 33, Issue 4, Page 342-354, September 2018.

--- - |2 It is widely supposed that if there is to be a plausible connection between the truth of a de re attitude report about a subject and that subject's possession of a singular thought, then “acquaintance”‐style requirements on singular thought must be rejected. I show that this belief rests on poorly motivated claims about how we talk about the attitudes. I offer a framework for propositional attitude reports, which provides both attractive solutions to recalcitrant puzzle cases and the key to preserving acquaintance constraints. The upshot is that there is an independently motivated response to the principal argument against acquaintance. - Mind & Language, Volume 33, Issue 4, Page 415-437, September 2018.

--- - |2 Do you know you are not being massively deceived by an evil demon? That is a familiar skeptical challenge. Less familiar is this question: How do you have a conception of knowledge on which the evil demon constitutes a prima facie challenge? Recently several philosophers have suggested that our responses to skeptical scenarios can be explained in terms of heuristics and biases. We offer an alternative explanation, based in learning theory. We argue that, given the evidence available to the learner, it would be rational for the learner to infer an infallibilist conception of knowledge. - Mind & Language, Volume 33, Issue 4, Page 397-414, September 2018.

--- - |2 The development of leaders and building of leadership capacity are central concerns of HRD research and practice, yet the large and high‐impact area of leadership education provided by U.S. universities to undergraduate students is missing from the domain literature. Over the past 20 years, leadership education has become a common feature at universities and colleges in the United States and is experiencing strong demand and institutional support. Leadership development operates in parallel to the traditional curriculum shaping the career trajectories of university graduates and adding to the talent pool of hiring organizations. This article outlines the status of university‐based leadership education in the United States, offers a critical assessment, and highlights areas in need of investigation and scholarship of relevance to HRD. - Human Resource Development Quarterly, EarlyView.

This paper proposes the adoption of an opportunity egalitarian perspective to assess and compare growth processes and their distributional implications. To this aim, a set of graphical tools are introduced that allow one to evaluate the role of growth and recessions in the evolution of individuals’ opportunities over time. These tools satisfy the ex post principle of equality of opportunity and represent an extension of the “opportunity growth incidence curve,” a framework proposed by the literature to evaluate growth according to the ex ante principle of equality of opportunity. This measurement framework is applied to evaluate the economic dynamic between 2009 and 2011 in Uganda. The results show that despite a reduction in the real value of household consumption and a surge in outcome inequality, its effects appear to be less dramatic when the ex post equality of opportunity perspective is invoked.