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Profile: Leslie Smith
  1. Marylène Bennour, Jacques Vonèche, Leslie Smith, John G. Messerly, Richard F. Kitchener & Jan Boom (unknown). The Cambridge Companion to Piaget. Cambridge University Press.
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  2. Leslie Smith (2008). Mathematical Induction and its Formation During Childhood. Behavioral and Brain Sciences 31 (6):669-670.
    I support Rips et al.'s critique of psychology through (1) a complementary argument about the normative, modal, constitutive nature of mathematical principles. I add two reservations about their analysis of mathematical induction, arguing (2) for constructivism against their logicism as to its interpretation and formation in childhood (Smith 2002), and (3) for Piaget's account of reasons in rule learning.
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  3. Karen Newtzie & Leslie Smith (2005). Collaboration Among Colleagues. Inquiry 10 (1):20-26.
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  4. Leslie Smith (2004). Acts of Judgment, Not Epistemic Triangles. Behavioral and Brain Sciences 27 (1):122-123.
    Carpendale & Lewis's (C&L's) reanalysis of Chapman's (1999) epistemic triangle dealing with the coordination of interactions with physical objects and people's communication is misleadingly incomplete. An alternative proposal is outlined combining the causality of action with the normativity of knowledge in acts of judgment. This alternative is empirical and developmental, with a focus on rich but neglected phenomena.
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  5. Leslie Smith (2003). Internality of Mental Representation: Twenty Questions for Interactivism. Comment. Consciousness and Emotion 4 (2):307-326.
  6. Leslie Smith (2003). Internality of Mental Representation. Consciousness and Emotion 4 (2).
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  7. Leslie S. Smith (2002). Using Beowulf Clusters to Speed Up Neural Simulations. Trends in Cognitive Sciences 6 (6):231-232.
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  8. Leslie Smith & European Association for Research on Learning and Instruction (2002). Reasoning by Mathematical Induction in Children's Arithmetic.
     
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  9. Leslie Smith (1999). Representation and Knowledge Are Not the Same Thing. Behavioral and Brain Sciences 22 (5):784-785.
    Two standard epistemological accounts are conflated in Dienes & Perner's account of knowledge, and this conflation requires the rejection of their four conditions of knowledge. Because their four metarepresentations applied to the explicit-implicit distinction are paired with these conditions, it follows by modus tollens that if the latter are inadequate, then so are the former. Quite simply, their account misses the link between true reasoning and knowledge.
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  10. Leslie Smith (1997). Piaget Before and After. History of the Human Sciences 10 (2):125-131.
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  11. Leslie Smith (1994). Modal Knowledge and Transmodularity. Behavioral and Brain Sciences 17 (4):729.
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  12. Leslie Smith (1994). Mental Models and Modality. Behavioral and Brain Sciences 17 (4):774.
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  13. Leslie A. Smith (1993). Necessary Knowledge Piagetian Perspectives on Constructivism. Monograph Collection (Matt - Pseudo).
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  14. Leslie Smith (1992). Jean Piaget Critical Assessments.
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  15. Leslie Smith (1984). Genetic Epistemology and the Child's Understanding of Logic. Philosophy of the Social Sciences 14 (3):367-376.
  16. Leslie Smith (1984). Philosophy, Psychology and Piaget: A Reply to Loptson and Kelly. Philosophy of the Social Sciences 14 (3):385-391.
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  17. Leslie Smith (1981). Space Perception and Parallax. Philosophy 56 (April):248-252.
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  18. Leslie Smith (1974). Indoctrination and Intent. Journal of Moral Education 3 (3):229-233.
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  19. Leslie F. Smith (1937). Arvast Nordh: Prolegomena till den romerska Regionskatalogen. Pp. viii+144. Gothenburg: Eranos' Förlag, 1936. Paper, kr. 4. [REVIEW] The Classical Review 51 (01):41-.
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  20. Leslie F. Smith (1936). A.E. Gordon : Epigraphica, I. On the First Appearance of the Cognomen in Latin Inscriptions of Freedmen. Pp. 8. Berkeley, California: University of California Press (Cambridge: University Press), 1935. Paper, 2; Cents. [REVIEW] The Classical Review 50 (05):203-204.
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