Stop me if you've heard this one before: The Chomskyan hammer and the Skinnerian nail.

The target article signal boosts important ongoing work across the cognitive sciences. However, its theoretical claims, generative value, and purported contributions are - where not simply restatements of arguments extensively explored elsewhere - imprecise, noncommittal, and underdeveloped to a degree that makes them difficult to evaluate. The article's apparent force results from engaging with straw rather than steel opponents.

It's always both: Changing individuals requires changing systems and changing systems requires changing individuals.

s-Frames and i-frames do not represent two opposed types of intervention. Rather they are interpretive lenses for focusing on specific aspects of interventions, all of which include individual and structural dimensions. There is no sense to be made of prioritizing either system change or individual change, because each requires the other.

Change the People or Change the Policy? On the Moral Education of Antiracists.

While those who take a "structuralist" approach to racial justice issues are right to call attention to the importance of social practices, laws, etc., they sometimes go too far by suggesting that antiracist efforts ought to focus on changing unjust social systems changing individuals' minds. We argue that while the "either/or" thinking implied by this framing is intuitive and pervasive, it is misleading and self-undermining.

Taking social psychology out of context.

We endorse Cesario's call for more research into the complexities of "real-world" decisions and the comparative power of different causes of group disparities. Unfortunately, these reasonable suggestions are overshadowed by a barrage of non sequiturs, misdirected criticisms of methodology, and unsubstantiated claims about the assumptions and inferences of social psychologists.

What do implicit measures measure?

We identify several ongoing debates related to implicit measures, surveying prominent views and considerations in each. First, we summarize the debate regarding whether performance on implicit measures is explained by conscious or unconscious representations. Second, we discuss the cognitive structure of the operative constructs: are they associatively or propositionally structured? Third, we review debates about whether performance on implicit measures reflects traits or states.

The longitudinal effects of STEM identity and gender on flourishing and achievement in college physics.

Background: Drawing on social identity theory and positive psychology, this study investigated women's responses to the social environment of physics classrooms. It also investigated STEM identity and gender disparities on academic achievement and flourishing in an undergraduate introductory physics course for STEM majors. One hundred sixty undergraduate students enrolled in an introductory physics course were administered a baseline survey with self-report measures on course belonging, physics identification, flourishing, and demographics at the beginning of the course and a post-survey at the end of the academic term.