For many years, political scientists have debated over voter competence in direct democracy. At the core of the discussion is whether this central institution enlightens citizens about political facts. However, scholars have primarily examined if direct democracy fosters general political knowledge even though referendums and ballot initiatives are policy-specific in nature, as citizens vote on particular political proposals. By utilising a range of unique panel survey data collected around four Danish European Union referendums, I show that voters’ knowledge of policy-specific information markedly increased during the campaigns. I also combine the survey data with an original media content analysis and find that the learning of issue-specific facts is more related to the opportunities provided by the media information environment than to individual ability or motivation. These results suggest that a broad group of voters acquire policy-specific facts that help them make informed choices when they are granted full control of political decision-making.

This paper studies the transition to high inflation during the COVID-19 pandemic, using a behavioral version of the New Keynesian model, which replaces the conventional assumption of rational expectations with subjective and heterogeneous expectations. Different shares of agents in the economy form expectations based on alternative views regarding future economic variables: (1) a share of agents forecasts that inflation and output will rapidly revert to steady state; (2) another share forms forecasts based on a model resembling the MSV solution under rational expectations; (3) a third share of agents uses an under-specified model that captures trend-following, adaptive, or extrapolative behavior. Agents learn over time the parameters of their perceived model and they can also shift across different views based on past forecasting performance. The macroeconomic model is estimated using Bayesian methods to fit realized macroeconomic variables and data on expectations from surveys. The results document an additional channel that operates through switches in agents’ perceptions and amplifies the impact of the original inflationary shocks. In response to rising inflation after COVID, agents begin shifting from the mean reversion model to the trend-following specification (with a belief about perceived inflation persistence that is simultaneously revised upward). Consequently, the impact of inflationary shocks is magnified and the effects of monetary policy attenuated.

Teaching and learning in college and university classrooms has received increased attention in recent years, including in political science. While historically, political science college education was dominated by the model of lectures and perhaps discussions in brick-and-mortar classrooms, the last two decades have witnessed changes in instructional techniques and considerable variation in pedagogical approaches across instructors and classes. At the same time, we sometimes lack the empirical evidence that these innovative approaches are effective and result in improved learning outcomes. We suggest that sharing our innovative pedagogical approaches becomes even more valuable to the academic community when we add an empirical evaluation of their effectiveness on students’ success and learning.

Since 2003, the European Commission has produced analytical documents (called Impact Assessments, IAs) to appraise its policy proposals. This appraisal process is the cornerstone of the regulatory reform policy of the European Union. Previous research has been concerned with the quality of the IAs in terms of evidence-based policy, usages of economic analysis and other standards of smart regulation. Instead, we move to a different perspective. We draw on the narrative policy framework to explore IAs as a text and discursive instrument. Conceptually, insights from discursive institutionalism are used to explore narratives as tools of coordination within complex organizations such as the European Commission, and as communicative tools through which policy-makers seek to enhance the plausibility, acceptability and, ultimately, legitimacy for their policy proposals. Empirically, we consider a sample of IAs that differ by originating DGs, legal instrument, and level of saliency. The findings show that both in coordinating and communicating policy, the European bureaucracy projects a certain definition of its identity via the narratives it deploys. The Commission may use IAs to produce evidence-based policy, but it also an active narrator. It engages with IAs to provide a presentation of self, to establish EU norms and values, and to create consensus around policy proposals by using causal plots, doomsday scenarios, and narrative dramatization.

As children learn their mother tongues, they make systematic errors. For example, English-speaking children regularly say mouses rather than mice. Because children's errors are not explicitly corrected, it has been argued that children could never learn to make the transition to adult language based on the evidence available to them, and thus that learning even simple aspects of grammar is logically impossible without recourse to innate, language-specific constraints. Here, we examine the role children's expectations play in language learning and present a model of plural noun learning that generates a surprising prediction: at a given point in learning, exposure to regular plurals (e.g. rats) can decrease children's tendency to overregularize irregular plurals (e.g. mouses). Intriguingly, the model predicts that the same exposure should have the opposite effect earlier in learning. Consistent with this, we show that testing memory for items with regular plural labels contributes to a decrease in irregular plural overregularization in six-year-olds, but to an increase in four-year-olds. Our model and results suggest that children's overregularization errors both arise and resolve themselves as a consequence of the distribution of error in the linguistic environment, and that far from presenting a logical puzzle for learning, they are inevitable consequences of it.

In this article, the probability of opening to trade is related to a country's propensity to learn from other countries in its region. It is argued that countries have different motivations to learn, depending upon the responsiveness and accountability of their political regimes. Whereas democracies cannot afford to be dogmatic, authoritarian regimes are less motivated to learn from the experience of others, even if they embrace policies that fail. Using data on trade liberalisation for 57 developing countries in the period 1970–1999, it is found that democracies confronting economic crises are more likely to liberalise trade as a result of learning; among democracies, presidential systems seem to learn more, whereas personalist dictatorial regimes are the most resistant to learning from the experience of others.

The aim of this article is questioning the commonly held assumption that Problem-Based Learning (PBL) is necessarily good for students. Drawing on the experience of teaching a postgraduate module about terrorism and the media as a case study, it shows that PBL can definitely benefit the Political Communication curriculum. However, this is only part of the story. PBL, in fact, appears to have an ‘amplifier’ effect on the learning outcomes of a module: the achievement of outstanding results for those who are committed to the coursework; lower achievement than would have been gained through more ‘traditional’ learning methods for those who do not fully engage with it. As the case study suggests, students’ individual expectations and previous experiences of coursework, although currently overlooked, appear to make all the difference within the learning process.

There is a strong tradition in Britain of volunteering involving a wide range of activities and organisations. Increasingly volunteering is seen as a way of benefiting health and building sustainable communities. In a study in 2007 we aimed to address the research questions: what are the motivations for, barriers to, and benefits of formal practical environmental volunteering for those individuals involved? Qualitative and quantitative data collection was undertaken while spending a day each with ten volunteer groups as they undertook their practical conservation activities. In this paper we focus primarily on the physical, mental and social well-being benefits that volunteers derived from their activities. Our research involved 88 people volunteering regularly in a range of places from scenic natural landscapes to urban green spaces in northern England and southern Scotland. Respondents described a range of benefits they gained from their involvement including improved fitness, keeping alert, meeting others and reducing stress levels. We suggest that practical environmental volunteering has flexibility in the types of activity available and the time scale in which activities are undertaken and therefore can provide a range of physical, social and mental well-being benefits to people with very differing abilities and from different socio-economic backgrounds.

A comparison of speakers’ treatment of two categorically unattested phonotactic structures in Cochabamba Quechua reveals a stronger grammatical prohibition on roots with pairs of ejectives, *[k'ap'u], than on roots with a plain stop followed by an ejective, *[kap'u]. While the distribution of ejectives can be stated as a single restriction on ejectives preceded by stops (ejective or plain), *[-cont, -son][cg], speakers show evidence of having learned an additional constraint that penalizes cooccurring ejectives more harshly, *[cg][cg]. An inductive learning bias in favor of constraints with the algebraic structure of*[cg][cg] is hypothesized (Marcus 2001, Berent et al. 2002, Berent et al. 2012), allowing such constraints to be preferred by learners over constraints like *[-cont, -son][+cg], which penalize sequences of unrelated feature matrices.