Since the cognitive revolution, a widely held assumption has been that—whereas content may vary across cultures—cognitive processes would be universal, especially those on the more basic levels. Even if scholars do not fully subscribe to this assumption, they often conceptualize, or tend to investigate, cognition as if it were universal (Henrich, Heine, & Norenzayan, 2010). The insight that uni...

We re-analyzed thirty data sets reported in the literature and summarized by Smith and Minda (2000), based on Medin and Schaffer’s (1978) 5-4 structure. In their meta-analysis, Smith and Minda (2000) focused on comparing the prototype and the exemplar model. In our meta-analysis, we applied the varying abstraction model, a multiple-prototype model proposed by Vanpaemel, Storms, and Ons (2005), ...

introduction: disinfection and subsequent obturation of the root canal space require adequate mechanical enlargement of the canals. the purpose of this in vitro study was to compare the shaping ability of mtwo, race and medin rotary instruments during the preparation of curved root canals. materials and methods: sixty mesiobuccal root canals of mandibular molars with severe curvatures between 2...

Im Rahmen des Projektes medin wurden für den kompletten Nebenfachstudiengang Medizinische Informatik 23 Kurseinheiten multimedial aufbereitet, um sie in der Fernlehre einsetzen zu können. Im folgenden Beitrag stellen wir die Rahmenbedingungen des Projekts vor, beschreiben Arbeitsprozesse, die im Laufe des Projektes entstanden sind, geben Produktionsbeispiele und zeigen Einsatzmöglichkeiten der ...

Die Modelle von Instruktionstheorie und Narration können sich durch ihre Kombination gewinnbringend ergänzen. Im „klassischen Schulunterricht“ geschieht dies durchaus schon länger. Im Umfeld des Computer-Based-Trainings (CBT) findet dies bisher eher selten statt. Am Beispiel des BMBF-Projektes medin werden die Zusammenhänge und die sich bietenden Möglichkeiten dargestellt. Dabei wird aufgezeigt...

Copyright 1994 Psychonomic Society, Inc. I thank Herman Gollwitzer, Douglas Medin, Robert Nosofsky, and Richard Shiffrin for many useful comments. The research was supported by a Biomedical Research Grant from the National Institute of Health (PHS S07RR7031N) and by National Science Foundation Grant SBR-9409232. Correspondence should be addressed to R. Goldstone, Psychology Department, Indiana ...

Bennis, Medin, and Bartels (2010, this issue) have contributed an interesting article on the comparative benefit of moral rules versus cost-benefit analysis (CBA). Many of their specific comments are accurate, useful, and insightful. At the same time, we believe they have misrepresented CBA and have reached a set of conclusions that are misguided and, if adopted wholesale, potentially dangerous...

Epistemologies in the Text of Children's Books: Nativeand non-Nativeauthored books Morteza Dehghani a , Megan Bang b , Douglas Medin c , Ananda Marin c , Erin Leddon c & Sandra Waxman c a Brain and Creativity Institute , University of Southern California , Los Angeles , CA , USA b College of Education , University of Washington , Seattle , WA , USA c Department of Psychology , Northwestern Univ...

Woo-kyoung Ahn*, Charles Kalish, Susan A. Gelman, Douglas L. Medin, Christian Luhmann, Scott Atran, John D. Coley, Patrick Shafto Department of Psychology, Vanderbilt University, Nashville, TN 37203, USA Department of Educational Psychology, University of Wisconsin, Madison, WI 53706, USA Department of Psychology, University of Michigan, Ann Arbor, MI 48109-1109, USA Department of Psychology, N...