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  • Alejandro Artopoulos, Daniel Friel, Juan Hallak, Carlos, Juan Carlos Hallak, Facundo Albornoz +16 others
  • 2010
This paper builds a conceptual framework to explain the obstacles that prevent Argentine producers of differentiated products from establishing a consistent presence in the developed world. We build our framework based on four case studies of sectoral export emergence in Argentina. We find that exporting consistently to developed countries requires drastic(More)
We look at the effect of evidence and prior beliefs on exploration, explanation and learning. In Experiment 1, we tested children both with and without differential prior beliefs about balance relationships (Center Theorists, mean: 82 months; Mass Theorists, mean: 89 months; No Theory children, mean: 62 months). Center and Mass Theory children who observed(More)
Adults recognize that if event A predicts event B, intervening on A might generate B. Research suggests that young children have difficulty making this inference unless the events are initiated by goal-directed actions [1]. The current study tested the domain-generality and development of this phenomenon. Replicating previous work, when the events involved(More)
In most cases authors are permitted to post their version of the article (e.g. in Word or Tex form) to their personal website or institutional repository. Authors requiring further information regarding Elsevier's archiving and manuscript policies are encouraged to visit: a b s t r a c t We look at the effect of evidence and prior beliefs on exploration,(More)
The MIT Faculty has made this article openly available. Please share how this access benefits you. Your story matters. Abstract Adults recognize that if event A predicts event B, intervening on A might generate B. Research suggests that young children have difficulty making this inference unless the events are initiated by goal-directed actions [1]. The(More)
Adults recognize that if event A predicts event B, intervening on A might generate B. Research suggests that although preschoolers draw this inference much like adults, toddlers do not (Bonawitz et. al, 2010). Here we look at whether toddlers' failure is domain-general (i.e., they lack an adult-like concept of causality that integrates prediction,(More)
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