Search results for 'Harrell Chesson' (try it on Scholar)

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  1. Harrell W. Chesson & W. Kip Viscusi (2003). Commonalities in Time and Ambiguity Aversion for Long-Term Risks. Theory and Decision 54 (1):57-71.score: 240.0
    Optimal protective responses to long-term risks depend on rational perceptions of ambiguous risks and uncertain time horizons. Our study examined the joint influence of uncertain delay and risk in an original sample of business owners and managers. We found that many subjects disliked uncertainty in the timing of an outcome, a reaction we term ``lottery timing risk aversion.'' Such aversion to uncertain timing was positively related to aversion to ambiguous probabilities for lotteries involving storm damage risks. This association suggests that (...)
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  2. W. Kip Viscusi & Harrell Chesson (1999). Hopes and Fears: The Conflicting Effects of Risk Ambiguity. Theory and Decision 47 (2):157-184.score: 240.0
    The Ellsberg Paradox documented the aversion to ambiguity in the probability of winning a prize. Using an original sample of 266 business owners and managers facing risks from climate change, this paper documents the presence of departures from rationality in both directions. Both ambiguity-seeking behavior and ambiguity-averse behavior are evident. People exhibit ‘fear’ effects of ambiguity for small probabilities of suffering a loss and ‘hope’ effects for large probabilities. Estimates of the crossover point from ambiguity aversion (fear) to ambiguity seeking (...)
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  3. Maralee Harrell, The Improvement of Critical Thinking Skills in What Philosophy.score: 60.0
    Maralee Harrell. The Improvement of Critical Thinking Skills in What Philosophy.
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  4. Jean G. Harrell (1992). Profundity: A Universal Value. Penn State University Press.score: 60.0
    Harrell contends, to the contrary, that there exists one major value that is universal to humans, regardless of context. That value is profundity, or depth.
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  5. M. Harrell (1996). Confirmation Holism and Semantic Holism. Synthese 109 (1):63-101.score: 30.0
    Fodor and Lepore, in their recent book "Holism," maintain that if an inference from semantic anatomism to semantic holism is allowed, certain fairly deleterious consequences follow. In Section 1 Fodor and Lepore's terminology is construed and amended where necessary with the result that the aforementioned deleterious consequences are neither so apparent nor straightforward as they had suggested. In Section 2 their "Argument A" is considered in some detail. In Section 3 their "argument attributed to Quine" is examined at length and (...)
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  6. Mara Harrell, Creating Argument Diagrams.score: 30.0
    The word “philosophy” comes from the Greek “philos” (meaning love) and “sophia” (meaning wisdom); thus philosophy literally is the “love of wisdom.” Whatever else philosophy may be, most people agree that it still retains this spirit of its etymological roots, and that when we are engaged in philosophy we are pursuing wisdom for the sake of itself. Wisdom, however, is not the same thing as knowledge or information. We aren’t merely trying to amass list of interesting ideas, or believe anything (...)
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  7. Bill J. Harrell (1998). Hayek: The Iron Cage of Liberty, Andrew Gamble. [REVIEW] Journal of Value Inquiry 32 (2):269-274.score: 30.0
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  8. Jean Gabbert Harrell (1953). Vagueness and Ambiguity in Value Theory. Journal of Philosophy 50 (13):384-385.score: 30.0
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  9. Jean G. Harrell (1990). Phenomenology of Film Music. Journal of Value Inquiry 14 (1):23-34.score: 30.0
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  10. Maralee Harrell, Using Argument Diagrams to Improve Critical Thinking Skills in 80-100 What Philosophy Is.score: 30.0
    After determining one set of skills that we hoped our students were learning in the introductory philosophy class at Carnegie Mellon University, we designed an experiment, performed twice over the course of two semesters, to test whether they were actually learning these skills. In addition, there were four different lectures of this course in the Spring of 2004, and five in the Fall of 2004; and the students of Lecturer I (in both semesters) were taught the material using argument diagrams (...)
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  11. Daniel Harrell (1995). Philosophical Historicism and the Betrayal of First Philosophy. New Vico Studies 13:103-105.score: 30.0
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  12. Jean Gabbert Harrell (1951). Value, Vagueness, and Verifiability. Journal of Philosophy 48 (19):587-588.score: 30.0
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  13. Jean G. Harrell (1973). Aesthetics in Twentieth-Century Poland. Lewisburg [Pa.]Bucknell University Press.score: 30.0
    ACKNOWL K DGMENTS The editors wish to thank the following publishers for permission to use the following copyrighted material : British Journal of ...
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  14. Maralee Harrell (2005). Grading According to a Rubric. Teaching Philosophy 28 (1):3-15.score: 30.0
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  15. Mara Harrell, No Computer Program Required: Even Pencil-and-Paper Argument Mapping Improves Critical Thinking Skills.score: 30.0
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  16. Maralee Harrell (2008). No Computer Program Required. Teaching Philosophy 31 (4):351-374.score: 30.0
    Argument-mapping software abounds, and one of the reasons is that using the software has been shown to teach/promote/improve critical-thinking skills. These positive results are very encouraging, but they also raise the question of whether the computer tutorial environment is producing these results, or whether learning argument mapping, even with just paper and pencil, is sufficient. Based on the results of two empirical studies, I argue that the basic skill of being able to represent an argument diagrammatically plays an important role (...)
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  17. Maralee Harrell, Using Argument Diagramming Software to Teach Critical Thinking Skills.score: 30.0
    There is substantial evidence from many domains that visual representations aid various forms of cognition. We aimed to determine whether visual representations of argument structure enhanced the acquisition and development of critical thinking skills within the context of an introductory philosophy course. We found a significant effect of the use of argument diagrams, and this effect was stable even when multiple plausible correlates were controlled for. These results suggest that natural and relatively minor modifications to standard critical thinking courses could (...)
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  18. Bohdan Dziemidok & Jean G. Harrell (1976). Tatarkiewicz and the History of Aesthetics. Journal of the History of Philosophy 14 (2):222-226.score: 30.0
  19. Jean G. Harrell (1980). Kant's a Priori in Critique of Judgment. Journal of Aesthetics and Art Criticism 39 (2):198-200.score: 30.0
  20. Maralee Harrell & Clark Glymour (2002). Confirmation And Chaos. Philosophy of Science 69 (2):256-265.score: 30.0
    Recently, Rueger and Sharp (1996) and Koperski (1998) have been concerned to show that certain procedural accounts of model confirmation are compromised by non-linear dynamics. We suggest that the issues raised are better approached by considering whether chaotic data analysis methods allow for reliable inference from data. We provide a framework and an example of this approach.
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  21. Maralee Harrell (2012). Assessing the Efficacy of Argument Diagramming to Teach Critical Thinking Skills in Introduction to Philosophy. Inquiry: Critical Thinking Across the Disciplines 27 (2):31-39.score: 30.0
    After determining one set of skills that we hoped our students were learning in the introductory philosophy class at Carnegie Mellon University, we performed an experiment twice over the course of two semesters to test whether they were actually learning these skills. In addition, there were four different lectures of this course in the first semester, and five in the second; in each semester students in some lectures were taught the material using argument diagrams as a tool to aid understanding (...)
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  22. Jean G. Harrell (1964). Issues of Music Aesthetics. Journal of Aesthetics and Art Criticism 23 (2):197-206.score: 30.0
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  23. Jean G. Harrell (1972). The Letters of Josiah Royce. Journal of the History of Philosophy 10 (2):239-241.score: 30.0
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  24. Jean G. Harrell (1997). There Ought to Be a Law. Journal of Value Inquiry 31 (1):61-72.score: 30.0
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  25. Jean Gabbert Harrell (1957). Philosophical "Poignance" and "Freshness". Journal of Philosophy 54 (18):541-549.score: 30.0
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  26. Maralee Harrell (2005). Using Argument Diagramming Software in the Classroom. Teaching Philosophy 28 (2):163-177.score: 30.0
  27. Ivan L. Harrell & Thomas N. Hollins Jr (2009). Working with Disruptive Students. Inquiry 14 (1):69-75.score: 30.0
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  28. R. Amer, S. Bourdet-Loubère, I. Brocas, R. G. Brody, M. H. Broihanne, D. Cardona-Coll, H. W. Chesson, T. Clausing, P. Corcho & J. M. Coulter (2003). Theory and Decison. Theory and Decision 54 (376).score: 30.0
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  29. Jean Gabbert Harrell (1950). A Note on Artistic Criticism. Journal of Philosophy 47 (18):530-532.score: 30.0
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  30. John V. Harrell & Stephen C. Fowler (1977). Amount of Reinforcer and Differentiation of Response Force. Bulletin of the Psychonomic Society 10 (5):358-360.score: 30.0
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  31. Heather Harrell (2009). Currents in Contemporary Ethics. Journal of Law, Medicine and Ethics 37 (4):846-851.score: 30.0
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  32. Jean G. Harrell (1997). The Fine Art of Repetition. International Studies in Philosophy 29 (1):139-140.score: 30.0
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  33. Jean G. Harrell (1995). The Interpretation of Music. International Studies in Philosophy 27 (4):118-119.score: 30.0
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  34. Maralee Harrell (2011). Understanding, Evaluating, and Producing Arguments: Training is Necessary for Reasoning Skills. Behavioral and Brain Sciences 34 (2):80-81.score: 30.0
    This commentary suggests that the general population has much less reasoning skill than is claimed by Mercier & Sperber (M&S). In particular, many studies suggest that the skills of understanding, evaluating, and producing arguments are generally poor in the population of people who have not had specific training.
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  35. H. F. J., Carleton Stanley & H. C. Harrell (1936). Roots of the TreePublic Arbitration in Athenian Law. Journal of Hellenic Studies 56:263.score: 30.0
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  36. Wayne C. Booth, Dudley Barlow, Orson Scott Card, Anthony Cunningham, John Gardner, Marshall Gregory, John J. Han, Jack Harrell, Richard E. Hart, Barbara A. Heavilin, Marianne Jennings, Charles Johnson, Bernard Malamud, Toni Morrison, Georgia A. Newman, Joyce Carol Oates, Jay Parini, David Parker, James Phelan, Richard A. Posner, Mary R. Reichardt, Nina Rosenstand, Stephen L. Tanner, John Updike, John H. Wallace, Abraham B. Yehoshua & Bruce Young (2005). Ethics, Literature, and Theory: An Introductory Reader. Sheed & Ward.score: 30.0
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  37. Daniel B. Botkin, Henrik Saxe, Miguel B. Araujo, Richard Betts, Richard Hw Bradshaw, Tomas Cedhagen, Peter Chesson, Terry P. Dawson, Julie R. Etterson & Daniel P. Faith (2007). Forecasting the Effects of Global Warming on Biodiversity. BioScience 57 (3):227-236.score: 30.0
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  38. Michael Friedman, Robert DiSalle, J. D. Trout, Shaun Nichols, Maralee Harrell, Clark Glymour, Carl G. Wagner, Kent W. Staley, Jesús P. Zamora Bonilla & Frederick M. Kronz (2002). 10. Interpreting Quantum Field Theory Interpreting Quantum Field Theory (Pp. 348-378). Philosophy of Science 69 (2).score: 30.0
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  39. Joseph Goguen & Fox Harrell (forthcoming). Foundations for Active Multimedia Narrative: Semiotic Spaces and Structural Blending. Interaction Studies: Social Behaviour and Communication in Biological and Artificial Systems.score: 30.0
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  40. J. Harrell (2005). Ancient Aesthetics. In Władysław Tatarkiewicz (ed.), History of Aesthetics. New York,Continuum.score: 30.0
     
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  41. Maralee Harrell, Argument Diagramming and Critical Thinking in Introductory Philosophy.score: 30.0
    In a multi-study naturalistic quasi-experiment involving 269 students in a semester-long introductory philosophy course, we investigated the effect of teaching argument diagramming (AD) on students’ scores on argument analysis tasks. An argument diagram is a visual representation of the content and structure of an argument. In each study, all of the students completed pre- and posttests containing argument analysis tasks. During the semester, the treatment group was taught AD, while the control group was not. The results were that among the (...)
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  42. C. Janna Harrell, Ken R. Smith & Geraldine P. Mineau (2008). Are Girls Good and Boys Bad for Parental Longevity? Human Nature 19 (1):56-69.score: 30.0
    Using historical data from the Utah Population Database, this analysis finds significant, consistent, but small adverse mortality effects for mothers after age 50 who had mostly sons. Examination of age-dependent effects indicates that this association increases with mother’s age. Additionally, mothers who had mostly daughters faced mortality risks that increased with age. Offspring sex composition did not have a significant effect on paternal mortality. Interaction analyses were conducted to examine the effect of offspring sex composition with regard to historical period, (...)
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  43. B. J. Harrell (1998). Andrew Gamble, Hayek: The Iron Cage of Liberty. Journal of Value Inquiry 32:269-274.score: 30.0
     
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  44. Samuel P. Harrell (forthcoming). Book Review: The Common Task: A Theology of Christian Mission. [REVIEW] Interpretation 54 (1):106-108.score: 30.0
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  45. Pamela Esprívalo Harrell (2009). Do State Examinations Measure Teacher Quality? Educational Studies 35 (1):65-79.score: 30.0
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  46. G. T. Harrell (1985). Humanities in Medical Education: A Career Experience. Perspectives in Biology and Medicine 28 (3).score: 30.0
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  47. Jules P. Harrell & Edna Greene Medford (2012). History, Prejudice, and the Study of Social Inequities. Behavioral and Brain Sciences 1 (1):23-24.score: 30.0
    Integrating a historical perspective into studies of prejudicial attitudes facilitates the interpretation of paradoxical findings of the kind cited in the target article. History also encourages research to move beyond the study of prejudice and to consider institutional and structural forces that maintain social inequities. Multilevel approaches can study these factors in both field and laboratory studies.
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  48. Costen Jordan Harrell (1958). I Believe in God. New York, Abingdon Press.score: 30.0
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