In the last decade, reading research has seen a paradigmatic shift. A new wave of computational models of orthographic processing that offer various forms of noisy position or context-sensitive coding have revolutionized the field of visual word recognition. The influx of such models stems mainly from consistent findings, coming mostly from European languages, regarding an apparent insensitivity of skilled readers to letter order. Underlying the current revolution is the theoretical assumption that the insensitivity of readers to letter order reflects the special way in which the human brain encodes the position of letters in printed words. The present article discusses the theoretical shortcomings and misconceptions of this approach to visual word recognition. A systematic review of data obtained from a variety of languages demonstrates that letter-order insensitivity is neither a general property of the cognitive system nor a property of the brain in encoding letters. Rather, it is a variant and idiosyncratic characteristic of some languages, mostly European, reflecting a strategy of optimizing encoding resources, given the specific structure of words. Since the main goal of reading research is to develop theories that describe the fundamental and invariant phenomena of reading across orthographies, an alternative approach to model visual word recognition is offered. The dimensions of a possible universal model of reading, which outlines the common cognitive operations involved in orthographic processing in all writing systems, are discussed.

Researchers have wondered how the brain creates emotions since the early days of psychological science. With a surge of studies in affective neuroscience in recent decades, scientists are poised to answer this question. In this target article, we present a meta-analytic summary of the neuroimaging literature on human emotion. We compare the locationist approach (i.e., the hypothesis that discrete emotion categories consistently and specifically correspond to distinct brain regions) with the psychological constructionist approach (i.e., the hypothesis that discrete emotion categories are constructed of more general brain networks not specific to those categories) to better understand the brain basis of emotion. We review both locationist and psychological constructionist hypotheses of brain–emotion correspondence and report meta-analytic findings bearing on these hypotheses. Overall, we found little evidence that discrete emotion categories can be consistently and specifically localized to distinct brain regions. Instead, we found evidence that is consistent with a psychological constructionist approach to the mind: A set of interacting brain regions commonly involved in basic psychological operations of both an emotional and non-emotional nature are active during emotion experience and perception across a range of discrete emotion categories.

Economists and biologists have proposed a distinction between two mechanisms – “strong” and “weak” reciprocity – that may explain the evolution of human sociality. Weak reciprocity theorists emphasize the benefits of long-term cooperation and the use of low-cost strategies to deter free-riders. Strong reciprocity theorists, in contrast, claim that cooperation in social dilemma games can be sustained by costly punishment mechanisms, even in one-shot and finitely repeated games. To support this claim, they have generated a large body of evidence concerning the willingness of experimental subjects to punish uncooperative free-riders at a cost to themselves. In this article, I distinguish between a “narrow” and a “wide” reading of the experimental evidence. Under the narrow reading, punishment experiments are just useful devices to measure psychological propensities in controlled laboratory conditions. Under the wide reading, they replicate a mechanism that supports cooperation also in “real-world” situations outside the laboratory. I argue that the wide interpretation must be tested using a combination of laboratory data and evidence about cooperation “in the wild.” In spite of some often-repeated claims, there is no evidence that cooperation in the small egalitarian societies studied by anthropologists is enforced by means of costly punishment. Moreover, studies by economic and social historians show that social dilemmas in the wild are typically solved by institutions that coordinate punishment, reduce its cost, and extend the horizon of cooperation. The lack of field evidence for costly punishment suggests important constraints about what forms of cooperation can or cannot be sustained by means of decentralised policing.

For most of the history of prejudice research, negativity has been treated as its emotional and cognitive signature, a conception that continues to dominate work on the topic. By this definition, prejudice occurs when we dislike or derogate members of other groups. Recent research, however, has highlighted the need for a more nuanced and “inclusive” (Eagly 2004) perspective on the role of intergroup emotions and beliefs in sustaining discrimination. On the one hand, several independent lines of research have shown that unequal intergroup relations are often marked by attitudinal complexity, with positive responses such as affection and admiration mingling with negative responses such as contempt and resentment. Simple antipathy is the exception rather than the rule. On the other hand, there is mounting evidence that nurturing bonds of affection between the advantaged and the disadvantaged sometimes entrenches rather than disrupts wider patterns of discrimination. Notably, prejudice reduction interventions may have ironic effects on the political attitudes of the historically disadvantaged, decreasing their perceptions of injustice and willingness to engage in collective action to transform social inequalities.

These developments raise a number of important questions. Has the time come to challenge the assumption that negative evaluations are inevitably the cognitive and affective hallmarks of discrimination? Is the orthodox concept of prejudice in danger of side-tracking, if not obstructing, progress towards social justice in a fuller sense? What are the prospects for reconciling a prejudice reduction model of change, designed to get people to like one another more, with a collective action model of change, designed to ignite struggles to achieve intergroup equality?

This article has two goals. The first is to assess, in the face of accruing reports on the ingenuity of great ape tool use, whether and in what sense human tool use still evidences unique, higher cognitive ability. To that effect, I offer a systematic comparison between humans and nonhuman primates with respect to nine cognitive capacities deemed crucial to tool use: enhanced hand-eye coordination, body schema plasticity, causal reasoning, function representation, executive control, social learning, teaching, social intelligence, and language. Since striking differences between humans and great apes stand firm in eight out of nine of these domains, I conclude that human tool use still marks a major cognitive discontinuity between us and our closest relatives. As a second goal of the paper, I address the evolution of human technologies. In particular, I show how the cognitive traits reviewed help to explain why technological accumulation evolved so markedly in humans, and so modestly in apes.

Throughout the world people differ in the magnitude with which they value strong family ties or heightened religiosity. We propose that this cross-cultural variation is a result of a contingent psychological adaptation that facilitates in-group assortative sociality in the face of high levels of parasite-stress while devaluing in-group assortative sociality in areas with low levels of parasite-stress. This is because in-group assortative sociality is more important for the avoidance of infection from novel parasites and for the management of infection in regions with high levels of parasite-stress compared with regions of low infectious disease stress. We examined this hypothesis by testing the predictions that there would be a positive association between parasite-stress and strength of family ties or religiosity. We conducted this study by comparing among nations and among states in the United States of America. We found for both the international and the interstate analyses that in-group assortative sociality was positively associated with parasite-stress. This was true when controlling for potentially confounding factors such as human freedom and economic development. The findings support the parasite-stress theory of sociality, that is, the proposal that parasite-stress is central to the evolution of social life in humans and other animals.

We examine tool use in relation to the capacity of animals for construction, contrasting tools and nests; place human tool use in a more general problem-solving context, revisiting the body schema in the process; and relate the evolution of language and of tool use.

Primary affects exist at an ecological-communicative level of analysis, and therefore are not identifiable with specific brain regions. The constructionist view favored in the target article, that emotions emerge from “more basic psychological processes,” does not specify the nature of these processes. These more basic processes may actually involve specific neurochemical systems, that is, primary motivational-emotional systems (primes), associated with specific feelings and desires that combine to form the “cocktail” of experienced emotion.

Fincher & Thornhill's (F&T's) central hypothesis is that strong in-group norms were formed in part to foster parochial social alliances so as to enable cultural groups to adaptively respond to parasite stress. Applied to ancestral hominid environments, the story fits with evolutionary theory and the fragmentary data available on early hominid social formations and their geographical distributions. Applied to modern social formations, however, the arguments and inferences from data are problematic.

Frost has given us good reason to question the universality of existing computational models of reading. Yet, he has not provided arguments showing that all languages share fundamental and invariant reading universals. His goal of outlining the blueprint principles for a universal model of reading is premature. Further, it is questionable whether natural evolution can provide the optimal solutions that Frost invokes.

We review evidence of the psychological and social costs associated with punishing. We propose that these psychological and social costs should be considered (in addition to material costs) when searching for evidence of costly punishment “in the wild.”

Despite downsides, it must, on balance, be good to reduce prejudice. Despite upsides, collective action can also have destructive outcomes. Improving intergroup relations requires multiple levels of analysis involving a broader approach to prejudice reduction, awareness of potential conflict escalation, development of intergroup understanding, and promotion of a wider human rights perspective.

This commentary proposes experiments to examine connections between the presence of out-group members, neurovisceral reactions, religiosity, and ethnocentrism, to clarify the meaning of the correlational findings presented in the target article. It also suggests different ways of describing religious socialization and of viewing assertions about religion and health or about the human ability to detect pathogens.

I argue that Dixon et al. fail to maintain a careful distinction between the negative evaluation definition of “prejudice” and the implications of this definition for correcting the social ills that prejudice engenders. I also argue that they adduce little evidence to suggest that if prejudice were diminished, commensurate reductions in discrimination would not follow.

Frost's claim that universal models of reading require linguistically diverse data is relevant and justified. We support it with evidence demonstrating the extent of the bias towards some Indo-European languages and alphabetic scripts in scientific literature. However, some of his examples are incorrect, and he neglects the complex interaction of writing system and language structure with history and cultural environment.

While admirable, Guala's discussion of reciprocity suffers from a confusion between proximate causes (psychological mechanisms triggering behaviour) and ultimate causes (evolved function of those psychological mechanisms). Because much work on “strong reciprocity” commits this error, I clarify the difference between proximate and ultimate causes of cooperation and punishment. I also caution against hasty rejections of “wide readings” of experimental evidence.

We agree that conceptualisation is key in understanding the brain basis of emotion. We argue that by conflating facial emotion recognition with subjective emotion experience, Lindquist et al. understate the importance of biological predisposition in emotion. We use examples from the anxiety disorders to illustrate the distinction between these two phenomena, emphasising the importance of both emotional hardware and contextual learning.

We discuss the discovery of technologies involving knotted netting, such as textiles, basketry, and cordage, in the Upper Paleolithic. This evidence, in our view, suggests a new way of connecting toolmaking and syntactic structure in human evolution, because these technologies already exhibit an “infinite use of finite means,” which we take to constitute the key transition to human cognition.

Dixon et al. accurately describe subtle mechanisms of discrimination that inhibit minorities' collective action in modern democratic societies. This commentary suggests that in contemporary non-Western societies, where ethnic conflicts are more violent, traditional overt forms of prejudice still exist and predict discrimination of ethnic and racial minorities. Thus, prejudice reduction models should and do improve intergroup relations in such contexts.

Recent data show that human children (up to 8 years old) perform poorly when required to innovate tools. Our tool-rich culture may be more reliant on social learning and more limited by domain-general constraints such as ill-structured problem solving than otherwise thought.