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Research on learning, the structure of attained knowledge, and the use of this competence in performance has repeatedly returned to longstanding proposals about how to better understand proficient use of knowledge and how humans acquire it. The following article takes up an exchange between Chiappe & Gardner (2011) and Barrett & Kurzban (2012) on the concept of modularity, one of these proposals. Despite the disagreements expressed, a careful reading of the contributions shows that they also left us with lines of discussion that will eventually sort out the relevant hypotheses and integrate findings for future research. These lines of work will contribute to a clearer understanding of an updated version of the modularity hypothesis that is also compatible with evolutionary science perspectives on learning. How might the categories of domain-specific and domain-general correspond to the distinction between competence and performance and to that of narrow faculty and broad faculty?

In: Journal of Cognition and Culture


In the research on literacy learning the concept of language awareness has come forward as a unifying framework for understanding the underlying knowledge that supports ability in reading and writing. Consensus is gathering around the idea that language awareness is an essential foundation. If subsequent work in this area confirms it, this factor may turn out to be the key cognitive-domain explanation for successful literacy learning in school (and for academic purposes in general). In this review we examine two cross-cultural comparisons regarding this claim. The comparisons point to the need to examine cases that juxtapose contrasting conditions. Relevant contrasts place side by side examples that appear to be typical and examples that appear to be exceptional. Taking what appear on the surface as sharply diverging cases, how is access to requisite underlying competencies similar, and how different, from one instance to the other?

In: Journal of Cognition and Culture
unter besonderer Berücksichtigung des Verhältnisses von Staat und Katholischer Kirche in Deutschland
Die staatskirchenrechtliche Debatte um das Vermögen der Kirchen konzentriert sich zumeist auf sogenannte Staatsleistungen und Kirchensteuer, während die sonstige staatliche Religionsförderung eher vernachlässigt oder populistisch behandelt wird.
Um diese verengte Perspektive aufzubrechen, will sich der Band mehrperspektivisch dem Feld staatlicher Religionsfördermaßnahmen nähern. Von Bedeutung ist auch die rechtsvergleichende Perspektive, die nicht nur andere Fördermodelle als Vergleichsfolie vorstellen soll, sondern gleichzeitig die Frage danach impliziert, ob und inwieweit den einzelnen Mitgliedsstaaten der Europäischen Union nicht Spielräume für eigene Wege verbleiben müssen, um Kirchen und Religionsgemeinschaften zu fördern.