•  105
    Cross-Cultural Similarities and Differences in Person-Body Reasoning: Experimental Evidence From the United Kingdom and Brazilian Amazon
    with Emma Cohen, Nicola Knight, and Justin Barrett
    Cognitive Science 35 (7): 1282-1304. 2011.
    We report the results of a cross-cultural investigation of person-body reasoning in the United Kingdom and northern Brazilian Amazon (Marajó Island). The study provides evidence that directly bears upon divergent theoretical claims in cognitive psychology and anthropology, respectively, on the cognitive origins and cross-cultural incidence of mind-body dualism. In a novel reasoning task, we found that participants across the two sample populations parsed a wide range of capacities similarly in t…Read more
  •  12
    Cultivating virtue in postgraduates: An empirical study of the Oxford Global Leadership Initiative
    with Jonathan Brant, Michael Lamb, and Edward Brooks
    Journal of Moral Education 49 (4): 415-435. 2020.
    ABSTRACT Although virtue ethics has emerged as an influential ethical theory within the academy, universities have not generally taken up the practical task of virtue cultivation. Some academics even resist the effort altogether. In response, this article presents an early-stage evaluation of one effort to cultivate virtue in postgraduate students, a theoretically derived and empirically measured character development programme at the University of Oxford. The study uses a pre- and post-test exp…Read more
  •  8
    A Diverse and Flexible Teaching Toolkit Facilitates the Human Capacity for Cumulative Culture
    with Lewis G. Dean and Samuel Ronfard
    Review of Philosophy and Psychology 9 (4): 807-818. 2018.
    Human culture is uniquely complex compared to other species. This complexity stems from the accumulation of culture over time through high- and low-fidelity transmission and innovation. One possible reason for why humans retain and create culture, is our ability to modulate teaching strategies in order to foster learning and innovation. We argue that teaching is more diverse, flexible, and complex in humans than in other species. This particular characteristic of human teaching rather than teach…Read more
  •  3
    Osiurak and Reynaud argue that children are not a good methodological choice to examine cumulative technological culture. However, the paper ignores other current work that suggests that young children do display some aspects of creative problem-solving. We argue that using multiple methodologies and examining how technical-reasoning develops in children will provide crucial support for a cognitive approach to CTC.