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, there are many parallels that can be drawn between religious beliefs and fantastical activities (Clark, 1995). Both rely on conceptual development, such as mentalism, invisibility, and an understanding of the fantasy versus reality distinction (Woolley, 1997; Woolley & Phelps, 2001). For example

In: Journal of Cognition and Culture
APSE publishes papers examining on-going educational issues associated with science learning and teaching in the Asia-Pacific region as well as research involving Asian students and teacher populations in other areas of the world. APSE seeks to provide researchers in the Asia-Pacific region with a central channel for disseminating research in local contexts about issues in science education to both science educators in the geographical region and researchers in the extended international community. APSE is unique in that the journal focuses on the publication of scholarly articles examining issues related to science teaching and learning in Asia as well as articles that address the issues facing science teachers and science learners who are members of the Asian Diaspora. As a result, the scholarly works published in APSE encompass diverse topics of interest that are significant for a wide readership.

APSE’s scope is broad in both methodology and content. The journal accepts research conducted at all levels, including early childhood, primary, secondary, tertiary, workplace, and informal learning, as they relate to science education. The journal invites scholarly manuscripts employing various methodological approaches, including qualitative as well as quantitative research designs and mixed-methods studies. APSE publishes original articles examining on-going educational problems associated with science learning and teaching and publishes critical reviews of literature on emerging issues in the field of science education.

A central goal for APSE is to help support future generations of science education scholars in the Asia-Pacific region. In addition to supporting early career scholars, the journal also offers a home for established researchers who wish to continue building strong foundations for science education research by publishing articles appreciated by both regional and international audiences. APSE offers all generations of researchers a collective space for sharing work that contextualizes some of the unique issues faced by science educators, researchers, teachers, and students in the Asia-Pacific region. Specifically, APSE encourages authors to provide more detail about the context in which their studies were conducted, and it asks that authors discuss how their findings are salient in these local contexts, as well as in regional (Asia) and international contexts. It also wants to encourage researchers outside of Asia who are exploring issues faced by members of the Asian Diaspora to share their work in APSE. In doing so, APSE seeks to offer readers a more contextualized understanding of the ways in which Asian teachers, students, and families living in communities outside of the Asia-Pacific experience science teaching and learning.

In order to ensure the research integrity of our publications, and by so doing to ensure that we achieve our aim of providing scholars with superior service, Brill works closely with authors and editors to promote adherence to the core principles of publication ethics as articulated by the Committee on Publication Ethics (COPE). Please visit Brill's Publication Ethics & COPE Compliance page for more information.

Society affiliation
APSE is sponsored by The Korean Association for Science Education (KASE). KASE was founded in 1976 and currently has more than 3,500 members. KASE aims to contribute to the advancement of science education through research and development. To support these goals, KASE sponsors two science education conferences a year and two different journals to help disseminate research findings to researchers, teacher educators, and teachers – both domestically and internationally.

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Lies, Mistakes, and Blessings: DeŽ ning and Characteristic Features in Conceptual Development ¤ M ICHAEL S IEGAL ¤¤ , L UCA S URIAN ¤¤¤ , C AROL J. N EMEROFF ¤¤¤¤ and C ANDIDA C. P ETERSON ¤¤¤¤¤ ABSTRACT In this study, we examined the extent to which young children can be in uenced by the

In: Journal of Cognition and Culture

within the contrast set. It shows how this setup leads to an ongoing interplay between the aligned and diagnostic features on the one hand, and the taxonomy on the other hand, and how this interplay drives conceptual development in light of new discoveries as well as the research agendas implied by the

In: Journal of the Philosophy of History


The present study examined whether English and Indonesian naming practices are predictive of children’s and adults’ conceptions of animal, specifically, the hierarchical relationships between human, mammal and animal. At age 6, English speakers were almost two times more likely than Indonesian speakers to agree that mammals are animals. At age 9, English speakers were three times more likely than Indonesian speakers to agree that humans are mammals. As adults, Indonesian (but not English) speakers continued to deny that humans are animals. That is, the Indonesian naming practice that leads speakers to deny that humans are animals appears related to a delay in Indonesian-speaking children’s acceptance that mammals are animals and humans are mammals. We conclude that this delay may stem from a conflict between categorical knowledge and well-established naming practices.

In: Journal of Cognition and Culture


Three experiments explore how American (n=102) and Egyptian (n=73) preschoolers’ inferences about expertise are affected by an expert’s gender and occupation. Children viewed a nurse and a car mechanic in a gender stereotypical (female nurse, male mechanic) or counterstereotypical (female mechanic, male nurse) presentation and indicated who would know more about profession-related information and gender-stereotypical activities. American children inferred expert knowledge primarily based on the expert’s profession, regardless of gender. Egyptian children also made correct attributions about professional expertise, but they were more likely to be influenced by an expert’s gender than their American counterparts. Additionally, both American and Egyptian children were less likely to attribute stereotypical male knowledge to a male in a counterstereotypical profession. These results suggest that culturally mediated stereotypes affect preschool children’s social cognitive judgments. Implications for the development of gender stereotypes are discussed.

In: Journal of Cognition and Culture
In The Sacred Landscape of Dra Abu el-Naga during the New Kingdom, Ángeles Jiménez-Higueras offers the reconstruction of the physical, religious and cultural landscape of Dra Abu el-Naga south and its conceptual development from the 18th to the 20th Dynasties (1550-1069 BC). A wider insight into the Theban necropolis is provided, including the position played by the Dra Abu el-Naga cemetery within the Theban funerary context understood as an inseparable complex of diverse components. For this study, Ángeles Jiménez-Higueras has reconciled textual and archaeological perspectives with theories relating to Landscape Archaeology, which efficiently manages to compile and to link prosopographical-genealogical, archaeological and GIS (Geographical Information System) data.

: roles of behavior, physiology and adaptation . Phil. Trans. R. Soc. B 367 : 1665 – 1679 . Hull DL . 1988 . Science as a Process: An Evolutionary Account of the Social and Conceptual Development of Science . Chicago : University of Chicago Press . Hutchinson, GE. 1957. Concluding remarks

In: Israel Journal of Ecology and Evolution