Abstract When teaching a novel mathematical concept, should we present learners with abstract or concrete examples? In this experiment, we conduct a critical replication and extension of a well‐known study that argued for the general advantage of abstract examples (Kaminski, Sloutsky, & Heckler, 2008a). We demonstrate that theoretically motivated yet minor modifications of the learning […]

Definitions of what constitutes the ‘signal of interest’ in neuroscience can be controversial, due in part to continuously evolving notions regarding the significance of spontaneous neural activity. This review highlights how the challenge of separating brain signal from noise has led to new conceptualizations of brain functional organization at both the micro- and macroscopic level. […]

Abstract Academics across widely ranging disciplines all pursue knowledge, but they do so using vastly different methods. Do these academics therefore also have different ideas about when someone possesses knowledge? Recent experimental findings suggest that intuitions about when individuals have knowledge may vary across groups; in particular, the concept of knowledge espoused by the discipline […]