Theory of mind
Children learn to reason about what others know and want. How does this grow into understanding minds that influence one another?
Children learn to reason about what others know and want. How does this grow into understanding minds that influence one another?
Must an atomless circle distribution preserved by doubling and tripling be uniform?
Does exact unit-sphere symmetry force a separable real Banach space to be Hilbert?
Are ellipses the only smooth strictly convex planar billiards that are integrable near the boundary?
Do vanishing higher extension groups force a module to be projective?
For each finite-dimensional algebra, are finite projective dimensions of finitely generated modules bounded?
Do all Galois-invariant cohomology classes of the relevant degree come from algebraic cycles over a finite field?
Can finite arithmetic orbits be bounded by map degree and number-field degree alone?
Can O(√n) pursuers catch a visible evader on every connected n-vertex graph?
Can every synchronizing n-state automaton be reset with at most (n−1)² input symbols?
Can a classical polynomial-time algorithm recognize all minimal hitting sets?
Can ordinary random labeled examples teach a DNF formula in polynomial time under the uniform distribution?
Can an Euler totient value come from exactly one positive integer?
Are the local components of every cuspidal automorphic representation of GLn tempered?
Must an additive basis of nonnegative integers have arbitrarily many representations of some sums?
Does every odd-order Latin square have a transversal?
Can a graph be split into two parts retaining prescribed coloring needs?
Do critical self-avoiding walks on a fixed square lattice converge to SLE₈/₃ as the grid becomes finer?
Reading difficulty can involve language, sound–symbol learning, and reading circuits. How these factors interact over development remains unsettled.
Persistent arithmetic difficulty can involve numbers, memory, strategy execution and strategy selection. Their developmental causal relationship remains incomplete.
People pick up patterns through exposure. Which learning processes are shared across tasks and senses, and which are specialized, remains unsettled.
Infants can form memories, yet adults recall few early-life episodes. How development changes memory persistence and later access remains unresolved.
Readers and listeners anticipate language. How several predictive mechanisms combine across linguistic structure and different people remains unsettled.
Tickling can produce involuntary laughter and mixed feelings. How human touch processing, context and laughter circuits combine remains incomplete.