Search results for 'Emile Aarts' (try it on Scholar)

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  1. Maurits Kaptein, Panos Markopoulos, Boris Ruyter & Emile Aarts (2011). Two Acts of Social Intelligence: The Effects of Mimicry and Social Praise on the Evaluation of an Artificial Agent. [REVIEW] AI and Society 26 (3):261-273.score: 240.0
    This paper describes a study of the effects of two acts of social intelligence, namely mimicry and social praise, when used by an artificial social agent. An experiment ( N = 50) is described which shows that social praise—positive feedback about the ongoing conversation—increases the perceived friendliness of a chat-robot. Mimicry—displaying matching behavior—enhances the perceived intelligence of the robot. We advice designers to incorporate both mimicry and social praise when their system needs to function as a social actor. Different ways (...)
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  2. Maurits Kaptein, Panos Markopoulos, Boris de Ruyter & Emile Aarts (2011). Two Acts of Social Intelligence: The Effects of Mimicry and Social Praise on the Evaluation of an Artificial Agent. AI and Society 26 (3):261-273.score: 240.0
  3. Alexander A. Aarts, Cilia L. M. Witteman, Pierre M. Souren & Jos I. M. Egger (2012). Associations Between Psychologists' Thinking Styles and Accuracy on a Diagnostic Classification Task. Synthese 189 (S1):119-130.score: 30.0
    The present study investigated whether individual differences between psychologists in thinking styles are associated with accuracy in diagnostic classification. We asked novice and experienced clinicians to classify two clinical cases of clients with two co-occurring psychological disorders. No significant difference in diagnostic accuracy was found between the two groups, but when combining the data from novices and experienced psychologists accuracy was found to be negatively associated with certain decision making strategies and with a higher self-assessed ability and preference for a (...)
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  4. Ap Dijksterhuis, Henk Aarts & Pamela K. Smith (2005). The Power of the Subliminal: On Subliminal Persuasion and Other Potential Applications. In Ran R. Hassin, James S. Uleman & John A. Bargh (eds.), The New Unconscious. Oxford University Press. 77-106.score: 30.0
  5. Erik Aarts (1994). Proving Theorems of the Second Order Lambek Calculus in Polynomial Time. Studia Logica 53 (3):373 - 387.score: 30.0
    In the Lambek calculus of order 2 we allow only sequents in which the depth of nesting of implications is limited to 2. We prove that the decision problem of provability in the calculus can be solved in time polynomial in the length of the sequent. A normal form for proofs of second order sequents is defined. It is shown that for every proof there is a normal form proof with the same axioms. With this normal form we can give (...)
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  6. Hein Te Velde, Noelle Aarts & Cees Van Woerkum (2002). Dealing with Ambivalence: Farmers' and Consumers' Perceptions of Animal Welfare in Livestock Breeding. [REVIEW] Journal of Agricultural and Environmental Ethics 15 (2):203-219.score: 30.0
    The results of an empirical study intoperceptions of the treatment of farm animals inthe Netherlands are presented. A qualitativeapproach, based on in-depth interviews withmeat livestock farmers and consumers was chosenin order to assess motivations behindperceptions and to gain insight into the waypeople deal with possible discrepancies betweentheir perceptions and their daily practices.Perceptions are analyzed with the help of aframe of reference, which consists ofvalues, norms, convictions, interests, andknowledge.The perceptions of the interviewed farmersare quite consistent and without exceptionpositive: according to them, (...)
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  7. Ruud Custers & Henk Aarts (2011). Learning of Predictive Relations Between Events Depends on Attention, Not on Awareness. Consciousness and Cognition 20 (2):368-378.score: 30.0
  8. Henk Aarts & Andrew J. Elliot (eds.) (2012). Goal-Directed Behavior. Psychology Press.score: 30.0
    This volume presents chapters from internationally renowned scholars in the area of goals and social behavior.
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  9. Anouk van Der Weiden, Henk Aarts & Kirsten I. Ruys (2010). Reflecting on the Action or its Outcome: Behavior Representation Level Modulates High Level Outcome Priming Effects on Self-Agency Experiences. Consciousness and Cognition 19 (1):21-32.score: 30.0
  10. Daniel Wegner, Dijksterhuis, A., Preston, J. & H. Aarts, Effects of Subliminal Priming of Self and God on Self-Attribution of Authorship for Events.score: 30.0
  11. Hanneke J. Nijland, Noelle M. C. Aarts & Reint Jan Renes (2013). Frames and Ambivalence in Context: An Analysis of Hands-On Experts' Perception of the Welfare of Animals in Traveling Circuses in The Netherlands. [REVIEW] Journal of Agricultural and Environmental Ethics 26 (3):523-535.score: 30.0
    The results of an empirical study into the perceptions of “hands-on” experts concerning the welfare of (non-human) animals in traveling circuses in the Netherlands are presented. A qualitative approach, based on in-depth conversations with trainers/performers, former trainers/performers, veterinarians, and an owner of an animal shelter, conveyed several patterns in the contextual construction of perceptions and the use of dissonance reduction strategies. Perceptions were analyzed with the help of the Symbolic Convergence Theory and the model of the frame of reference, consisting (...)
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  12. Hein Te Velde, Noelle Aarts & Cees van Woerkum (2002). Dealing with Ambivalence: Farmers' and Consumers' Perceptions of Animal Welfare in Livestock Breeding. [REVIEW] Journal of Agricultural and Environmental Ethics 15 (2):203-219.score: 30.0
    The results of an empirical study intoperceptions of the treatment of farm animals inthe Netherlands are presented. A qualitativeapproach, based on in-depth interviews withmeat livestock farmers and consumers was chosenin order to assess motivations behindperceptions and to gain insight into the waypeople deal with possible discrepancies betweentheir perceptions and their daily practices.Perceptions are analyzed with the help of aframe of reference, which consists ofvalues, norms, convictions, interests, andknowledge.
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  13. Claire M. Zedelius, Harm Veling & Henk Aarts (2011). Boosting or Choking – How Conscious and Unconscious Reward Processing Modulate the Active Maintenance of Goal-Relevant Information. Consciousness and Cognition 20 (2):355-362.score: 30.0
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  14. Henk Aarts, Ruud Custers & Daniel M. Wegner (2005). On the Inference of Personal Authorship: Enhancing Experienced Agency by Priming Effect Information☆. Consciousness and Cognition 14 (3):439-458.score: 30.0
  15. Myrthel Dogge, Marloes Schaap, Ruud Custers, Daniel M. Wegner & Henk Aarts (2012). When Moving Without Volition: Implied Self-Causation Enhances Binding Strength Between Involuntary Actions and Effects. Consciousness and Cognition 21 (1):501-506.score: 30.0
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  16. Hans Marien, Henk Aarts & Ruud Custers (2013). Adaptive Control of Human Action: The Role of Outcome Representations and Reward Signals. Frontiers in Psychology 4.score: 30.0
    The present paper aims to advance the understanding of the control of human behavior by integrating two lines of literature that so far have led separate lives. First, one line of literature is concerned with the ideomotor principle of human behavior, according to which actions are represented in terms of their outcomes. The second line of literature mainly considers the role of reward signals in adaptive control. Here, we offer a combined perspective on how outcome representations and reward signals work (...)
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  17. Claire Zedelius, Harm Veling & Henk Aarts (2012). When Unconscious Rewards Boost Cognitive Task Performance Inefficiently: The Role of Consciousness in Integrating Value and Attainability Information. Frontiers in Human Neuroscience 6.score: 30.0
    Research has shown that high vs. low value rewards improve cognitive task performance independent of whether they are perceived consciously or unconsciously. However, efficient performance in response to high value rewards also depends on whether or not rewards are attainable. This raises the question of whether unconscious reward processing enables people to take into account such attainability information. Building on a theoretical framework according to which conscious reward processing is required to enable higher level cognitive processing, the present research tested (...)
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  18. Kristien Aarts, Jan De Houwer & Gilles Pourtois (2012). Evidence for the Automatic Evaluation of Self-Generated Actions. Cognition 124 (2):117-127.score: 30.0
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  19. Erik Aarts & Kees Trautwein (1995). Non‐Associative Lambek Categorial Grammar in Polynomial Time. Mathematical Logic Quarterly 41 (4):476-484.score: 30.0
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  20. Erik Bijleveld, Ruud Custers & Henk Aarts (2010). Unconscious Reward Cues Increase Invested Effort, but Do Not Change Speed–Accuracy Tradeoffs. Cognition 115 (2):330-335.score: 30.0
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  21. Kirsten I. Ruys, Henk Aarts, Esther K. Papies, Masanori Oikawa & Haruka Oikawa (2012). Perceiving an Exclusive Cause of Affect Prevents Misattribution. Consciousness and Cognition 21 (2):1009-1015.score: 30.0
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  22. Harm Veling, Henk Aarts & Wolfgang Stroebe (2013). Stop Signals Decrease Choices for Palatable Foods Through Decreased Food Evaluation. Frontiers in Psychology 4:875.score: 30.0
    The present study explores whether presenting specific palatable foods in close temporal proximity of stop signals in a go/no-go task decreases subsequent evaluations of such foods among participants with a relatively high appetite. Furthermore, we tested whether any decreased evaluations could mediate subsequent food choice. Participants first received a go/no-go task in which palatable foods were consistently linked to go cues or no-go cues within participants. Next, evaluation of the palatable foods was measured as well as food choice. Replicating previous (...)
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  23. Jan M. G. Aarts (1979). Metaphor and Non-Metaphor: The Semantics of Adjective Noun Combinations. Niemeyer.score: 30.0
     
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  24. Ap Dijksterhuis & Henk Aarts (2012). Control, Consciousness, and Agency. In Henk Aarts & Andrew J. Elliot (eds.), Goal-Directed Behavior. Psychology Press.score: 30.0
  25. Masanori Oikawa, Henk Aarts & Haruka Oikawa (2011). There is a Fire Burning in My Heart: The Role of Causal Attribution in Affect Transfer. Cognition and Emotion 25 (1):156-163.score: 30.0
  26. Harm Veling & Henk Aarts (2011). Unintentional Preparation of Motor Impulses After Incidental Perception of Need-Rewarding Objects. Cognition and Emotion 25 (6):1131-1138.score: 30.0
  27. Danièle Tosato-Rigo (2012). In the Shadow of Emile: Pedagogues, Pediatricians, Physical Education, 1686–1762. [REVIEW] Studies in Philosophy and Education 31 (5):449-463.score: 24.0
    This article takes as its starting point the commonplace that Rousseau’s Emile enabled his contemporaries to discover not only childhood but physical education. Focused on what the pedestal erected for Jean-Jacques somewhat overshadows, a brief historiographic overview and a survey of some major writings on education before Rousseau (by the Abbot Fleury, John Locke, Jean-Pierre de Crousaz and Charles Rollin) will show that the ideas defended by the writer were not innovative in the slightest. But also, and this seems (...)
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  28. Lili-Ann Wolff (2013). Rousseaus Émile: En Tidlös Provokation. Studier I Pædagogisk Filosofi 2 (1):44-69.score: 24.0
    One of the most legendary educational books ever written is Jean-Jacques Rousseau’s “Émile ou de l’Education”. Most obviously Rousseau wrote this book guided by diverse more or less conscious purposes and one of the main problems it presents is paradoxical: Does education have to promote freedom by force? In this article I will, firstly, present several aims that might have triggered Rousseau to write “Émile”. Secondly, I will discuss Rousseau’s view of the so called “educational paradox”. Since this quandary touches (...)
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  29. Blaise Bachofen (2009). Une « robinsonnade » paradoxale : les leçons d'économie de l'Émile. Archives de Philosophie 1:75-99.score: 21.0
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  30. Esther Aarts, Mieke van Holstein & Roshan Cools (2011). Striatal Dopamine and the Interface Between Motivation and Cognition. Frontiers in Psychology 2.score: 20.0
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  31. Fgam Aarts (1974). Articles in English-Yotsukura, S. Foundations of Language 12 (2):297-300.score: 20.0
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  32. Frederick Aardema, Henk Aarts, Anna Abraham, Richard L. Abrams, Richard J. Addante, Karzan Jalal Ali, William P. Banks, Cristina Becchio, D. Ben Shalom & Cesare Bertone (2005). Haider, Hilde, 495 Hobson, J. Allan, 429 Huntjens, Rafaële JC, 377 Huron, Caroline, 535. Consciousness and Cognition 14:788-789.score: 20.0
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  33. Ap Dijksterhuis, Henk Aarts & Pamela K. Smith (2005). In a Word, is Not the Subliminal Self Superior to the Conscious Self?—Henri Poincare. In Ran R. Hassin, James S. Uleman & John A. Bargh (eds.), The New Unconscious. Oxford University Press. 77.score: 20.0
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  34. Ap Dijksterhuis & Henk Aarts (2012). I F You Find Yourself in the Local Fast-Food Establishment, Eating a Juicy Cheese-Burger with Fries Just a Day After You Promised Yourself That You Would Lose. In Henk Aarts & Andrew J. Elliot (eds.), Goal-Directed Behavior. Psychology Press. 301.score: 20.0
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  35. Ap Dijksterhuis & Henk Aarts (2012). If You Find Yourself in the Local Fast-Food Establishment, Eating. In Henk Aarts & Andrew J. Elliot (eds.), Goal-Directed Behavior. Psychology Press. 61.score: 20.0
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  36. Ran R. Hassin, Henk Aarts, Baruch Eitam, Ruud Custers & Tali Kleiman (2009). Non-Conscious Goal Pursuit and the Effortful Control of Behavior. In Ezequiel Morsella, John A. Bargh & Peter M. Gollwitzer (eds.), Oxford Handbook of Human Action. Oxford University Press.score: 20.0
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  37. Anouk van der Weiden, Henk Aarts & Kirsten I. Ruys (2011). Prime and Probability: Causal Knowledge Affects Inferential and Predictive Effects on Self-Agency Experiences. Consciousness and Cognition 20 (4):1865-1871.score: 20.0
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  38. Claire M. Zedelius, Harm Veling & Henk Aarts (2011). Beware the Reward – How Conscious Processing of Rewards Impairs Active Maintenance Performance. Consciousness and Cognition 20 (2):366-367.score: 20.0
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  39. George Boas (1930/1970). A Critical Analysis of the Philosophy of Emile Meyerson. Freeport, N.Y.,Books for Libraries Press.score: 18.0
    PART ONE IDENTITE ET REALITE The program of Emile Meyerson's investigations is to discover inductively the a priori principles of human thinking. ...
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  40. Olivier Michaud (2012). Thinking About the Nature and Role of Authority in Democratic Education with Rousseau's Emile. Educational Theory 62 (3):287-304.score: 18.0
    Educational authority is an issue in contemporary democracies. Surprisingly, little attention has been given to the problem of authority in Jean-Jacques Rousseau's Emile and his work has not been addressed in the contemporary debate on the issue of authority in democratic education. Olivier Michaud's goals are, first, to address both of these oversights by offering an original reading of the problem of authority in Emile and then to rehabilitate the notion of “educational authority” for democratic educators today. Contrary (...)
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  41. Georg Cavallar (2012). Educating Émile: Jean-Jacques Rousseau on Cosmopolitanism. The European Legacy 17 (4):485 - 499.score: 18.0
    Rousseau tries to show that civic patriotism is compatible with genuine moral cosmopolitanism as well as republican cosmopolitanism (the compatibility thesis). I try to clarify these concepts, and distinguish them from other types of cosmopolitanism, such as moral, cultural, economic, and epistemological cosmopolitanisms. Rousseau winds up with a form of rooted cosmopolitanism that tries to strike a balance between republican patriotism and republican as well as thin moral cosmopolitanism, offering a synthesis through education. A careful reading of Émile shows that (...)
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  42. Avi I. Mintz (2012). The Happy and Suffering Student? Rousseau's Emile and the Path Not Taken in Progressive Educational Thought. Educational Theory 62 (3):249-265.score: 18.0
    One of the mantras of progressive education is that genuine learning ought to be exciting and pleasurable, rather than joyless and painful. To a significant extent, Jean-Jacques Rousseau is associated with this mantra. In a theme of Emile that is often neglected in the educational literature, however, Rousseau stated that “to suffer is the first thing [Emile] ought to learn and the thing he will most need to know.” Through a discussion of Rousseau's argument for the importance of (...)
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  43. Grace Roosevelt (2011). The Critique of Consumerism in Rousseau's Emile. Environmental Ethics 33 (1):57-66.score: 18.0
    The trajectory from Rousseau through romanticism to twentieth-century efforts to preserve natural settings for their aesthetic values is a familiar one. What may be less familiar and more fruitful to explore at the present time is Rousseau’s stoic recognition of the need for limitation and balance in the ways that human beings interact with their surroundings. Rousseau’s discussion of the dynamics of natural need, artificial desires, and human powers or faculties appears in its most elaborated form in Emile, within (...)
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  44. G. John (1981). The Moral Education of Emile. Journal of Moral Education 11 (1):18-31.score: 18.0
    Abstract One of the seminal works in the history of educational thought is Rousseau's Emile. This article seeks to examine Rousseau's advocacy of a secular approach to morality and its particular implications for the moral education of the young Emile. A keyword in Rousseau's thinking is nature and an attempt is made to examine critically the naturalistic ethics from which so many of his moral prescriptions were derived. It then proceeds to outline some of the central aspects of (...)
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  45. Marcel Mauss & Émile Durkheim (1937). Morale Professionnelle: Trois Leçons Extraites d'Un Cours d'Émile Durkheim, de Morale Civique Et Professionnelle (1898-1900). [REVIEW] Revue de Métaphysique et de Morale 44 (3):527 - 544.score: 18.0
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  46. Ulla Thøgersen (2013). Rousseau Vivant: En Aktualisering Af Émile Med Fokus På Det Lidenskabelige Fænomenfelt. Studier I Pædagogisk Filosofi 2 (1):34-43.score: 18.0
    The paper focuses on Rousseau’s understanding of passionate life and especially his interpretation of erotic desire in Émile . The main argument presented is that Rousseau by his studies of erotic desire gives us at present day the possibility of radicalizing our understanding of human being in pedagogy. Firstly, by allowing us to rethink passions as important phenomena in human life and secondly, by understanding pedagogical practice as an arena which is part of forming passions, including erotic desire.
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  47. Cristina Chimisso & Gad Freudenthal, A Mind of Her Own: Helene Metzger to Emile Meyerson, 1933.score: 18.0
    In May 1933 the historian of chemistry Hélène Metzger addressed a letter to the renowned historian and philosopher of science Émile Meyerson, a cri de coeur against Meyerson's patronizing attitude toward her. This recently discovered letter is published and translated here because it is an exceptional human document reflecting the gender power structure of our discipline in interwar France. At the age of forty-three, and with five books to her credit, Metzger was still a junior scholar in the exclusively male (...)
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  48. Émile Bréhier (1945). Allocution de M. Émile Bréhier. Revue de Métaphysique et de Morale 50 (1/2):1 - 4.score: 18.0
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  49. Rick Tilman (2002). Emile Durkheim and Thorstein Veblen on Epistemology, Cultural Lag and Social Order. History of the Human Sciences 15 (4):51-70.score: 18.0
    Despite their importance to the history of economics and social theory, social scientists and historians pay little heed to the structural similarities as well as the important divergences in the work of French-man Emile Durkheim (1858—1917) and American Thorstein Veblen (1857—1929). Consequently, this article places Durkheim and Veblen in their social and historical context, and then (1) their epistemologies are related to their use of cultural lag to explain the persistence of atavistic continuities in the existing order, (2) their (...)
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  50. Emile Boutroux, A. D. Godley, Alois Riehl & A. E. Sir Shipley, Lectures Delivered in Connection with the Dedication of the Graduate College of Princeton University in October, 1913, by Émile Boutroux, Alois Riehl, A. D. Godley, Arthur Shipley. [REVIEW]score: 18.0
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