Neither naïve nor nihilistic: researching for teacher education

Neither fragments nor ellipsis *

Jason Merchant (2004, and Chap. 3, this volume) proposes to account for all speech acts performed with “fragments,” whether in discourse-initial position or otherwise, by appealing to syntactic ellipsis. Though his proposal is insightful, I offer empirical and methodological considerations against it. Empirical problems include: (a) His alleged “elliptical sentences” do not embed the way they s...

Neither separate nor equivalent

Evidence suggests that binding, or encoding a feature with respect to other features in time and space, can convey cognitive advantages. However, evidence across many kinds of stimuli and paradigms presents a mixed picture, alternatively showing cognitive costs or cognitive advantages associated with maintaining bound representations. We examined memory for colored letters drawn from similar an...

Competency-Based Education– Neither a Panacea nor a Pariah

It is common for Australian university academics to be critical of competency-based education systems. The values that underpin a competency-based approach and those on which traditional university education have been based are often seen to be at odds. A focus on the development of prescribed workplace skills is seen by many academics to be inconsistent with a focus on the general development ...

Neither healthy nor sick

The article examines the tensions involved in the development of treatment for mental disorders during the period 1950-1980 in the United States. It relates those tensions to the diffusion of a social ideal strongly influenced by the subjectivist fervor characteristic of post-war America but also internally contradictory. Psychiatric diagnosis came to be seen as a way of disqualifying the indiv...

Neither Desert nor Disease