Search results for 'N. Johnson-Laird' (try it on Scholar)

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  1.  1
    Clayton M. Christensen, Michael B. Horn, Curtis W. Johnson, Hazel Henderson, Daisaku Ikeda, Cynthia A. Lassonde, Robert J. Michael, Jerusalem Rivera-Wilson, Susan Laird & Phillis Levenstein (2008). Books Available List. Educational Studies 44 (194).
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  2. N. Braisby, G. N. Carlson, L. Cestnick, C. G. Chambers, M. Coltheart, J. Davidoff, A. Fernald, S. P. Johnson, P. N. Johnson-Laird & T. Jolliffe (1999). Baron-Cohen, S., 149 Bloom, P., B1. Cognition 71:291.
     
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  3.  16
    Robert N. Johnson (2011). Self-Improvement: An Essay in Kantian Ethics. Oxford University Press.
    Is there any moral obligation to improve oneself, to foster and develop various capacities in oneself? From a broadly Kantian point of view, Self-Improvement defends the view that there is such an obligation and that it is an obligation that each person owes to him or herself. The defence addresses a range of arguments philosophers have mobilized against this idea, including the argument that it is impossible to owe anything to yourself, and the view that an obligation to improve onself (...)
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  4.  16
    Ralph H. Johnson (1998). Douglas N. Walton, A Pragmatic Theory of Fallacy. Argumentation 12 (1):115-123.
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  5.  3
    Penelope D. Johnson (1998). Geoffroy de Vendôme, Œuvres, Ed. And Trans. (Into French) Geneviève Giordanengo. (Sources d'Histoire Médiévale.) Paris: C.N.R.S.; [Turnhout]: Brepols, 1996. Pp. Xxxviii, 599; Black-and-White Frontispiece and Tables. [REVIEW] Speculum 73 (2):520-521.
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  6.  6
    Penelope D. Johnson (2007). Valerie G. Spear, Leadership in Medieval English Nunneries. (Studies in the History of Medieval Religion, 24.) Woodbridge, Eng., and Rochester, N.Y.: Boydell and Brewer, 2005. Pp. Xix, 244; 5 Black-and-White Plates, 2 Black-and-White Figures, and Tables. $90. [REVIEW] Speculum 82 (2):486-487.
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  7.  5
    P. A. Johnson (1986). Book Reviews : The Need for Interpretation--Contemporary Conceptions of the Philosopher's Task. Edited by Sollace Mitchell and Michael Rosen. Atlantic Highlands, N.J.: Humanities Press, 1983. Pp. VIII + 182. $29.50 (Hardback. [REVIEW] Philosophy of the Social Sciences 16 (4):503-505.
  8.  13
    A. H. Johnson (1944). "Truth, Beauty and Goodness" in the Philosophy of A. N. Whitehead. Philosophy of Science 11 (1):9-29.
  9.  4
    Patricia J. Johnson (2004). Out Among Women N. Rabinowitz, L. Avanger (Edd.): Among Women. From the Homosocial to the Homoerotic in the Ancient World . Pp. XV + 389, Pls. Austin: University of Texas Press, 2002. Cased, Us$50. Isbn: 0-292-77113-. [REVIEW] The Classical Review 54 (01):160-.
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  10.  4
    A. H. Johnson (1969). New Shapes of Reality, Aspects of A. N. Whitehead's Philosophy. By Martin Jordan. London, Allen and Unwin, 1968. Pp. 184. [REVIEW] Dialogue 8 (2):350-351.
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  11.  3
    A. H. Johnson (1967). Experience and Conceptual Activity, A Philosophical Essay Based Upon the Writings of A. N. Whitehead. By J. M. Burgers, M.I.T. Press, Cambridge, Mass. 1965. Pp. Vii, 277. [REVIEW] Dialogue 6 (3):447-448.
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  12.  1
    David F. Johnson (2004). Bart Besamusca, The Book of Lancelot: The Middle Dutch “Lancelot” Compilation and the Medieval Tradition of Narrative Cycles. Trans. Thea Summerfield. Woodbridge, Eng., and Rochester, N.Y.: Boydell and Brewer, 2003. Pp. Ix, 210; Black-and-White Figures. $70. [REVIEW] Speculum 79 (4):1035-1037.
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  13.  1
    Penelope D. Johnson (2004). Dominique Iogna-Prat, Order and Exclusion: Cluny and Christendom Face Heresy, Judaism, and Islam . Trans. Graham Robert Edwards. Foreword by Barbara H. Rosenwein. Ithaca, N.Y., and London: Cornell University Press, 2002. Pp. Xvii, 407; 3 Black-and-White Figures. $59.95. First Published in 1998 Under the Title Ordonner Et Exclure, by Aubier, Paris. [REVIEW] Speculum 79 (4):1099-1101.
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  14. A. H. Johnson (1937). Actual Entities: A Study of A. N. Whitehead's Theory of Reality. Dissertation, University of Toronto (Canada)
     
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  15. W. A. Johnson (1936). Collingwood, R. G. And J. N. L. Myres, Roman Britain and the English Settlements. Classical World: A Quarterly Journal on Antiquity 30:236-237.
     
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  16. W. E. Johnson (1895). J. N. Keynes, Studies and Exercises in Formal Logic. [REVIEW] Mind 4:240.
  17. Johnson Johnson (1936). Myres, J. N. L. And R. G. Collingwood, Roman Britain and the English Settlements. [REVIEW] Classical World: A Quarterly Journal on Antiquity 30:236-237.
     
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  18. Johnson Johnson (1925). "Ullmann", B. L., and Henry, N. E., Second Latin Book. [REVIEW] Classical World: A Quarterly Journal on Antiquity 19:73-74.
     
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  19. J. Laird (1933). HARTMANN, N. -Das Problem des Geistigen Seins. [REVIEW] Mind 42:395.
     
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  20. W. R. Laird (2008). Michael J. Crowe.Mechanics From Aristotle to Einstein. Xxii + 331 Pp., Illus., Bibl., Index. Santa Fe, N.M.: Green Lion Press, 2007. $17.95. [REVIEW] Isis 99 (4):813-814.
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  21. J. Laird (1936). SMITH, N. KEMP-Hume's Dialogues Concerning Natural Religion. [REVIEW] Mind 45:252.
     
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  22. T. C. Petersen, V. J. Keast, K. Johnson & S. Duvall (2007). TEM-Based Phase Retrieval of P–N Junction Wafers Using the Transport of Intensity Equation. Philosophical Magazine 87 (24):3565-3578.
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  23.  16
    Ronald N. Kostoff, Dustin Johnson, J. Antonio Ridelo, Louis A. Bloomfield, Michael F. Shlesinger, Guido Malpohl & Hector D. Cortes (2006). Duplicate Publication and 'Paper Inflation' in the Fractals Literature. Science and Engineering Ethics 12 (3).
    The similarity of documents in a large database of published Fractals articles was examined for redundancy. Three different text matching techniques were used on published Abstracts to identify redundancy candidates, and predictions were verified by reading full text versions of the redundancy candidate articles. A small fraction of the total articles in the database was judged to be redundant. This was viewed as a lower limit, because it excluded cases where the concepts remained the same, but the text was altered (...)
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  24.  1
    Ronald N. Kostoff, Dustin Johnson, J. Antonio Del Rio, Louis A. Bloomfield, Michael F. Shlesinger, Guido Malpohl & Hector D. Cortes (2006). Duplicate Publication and 'Paper Inflation'in the Fractals Literature. Science and Engineering Ethics 12 (3).
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  25. N. Loutat & C. A. Johnson (1962). The Behaviour of Jogs in Dislocations. Philosophical Magazine 7 (84):2051-2057.
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  26.  2
    Dr Ronald N. Kostoff, Dustin Johnson, J. Antonio Del Rio, Louis A. Bloomfield, Michael F. Shlesinger, Guido Malpohl & Hector D. Cortes (2006). Duplicate Publication and 'Paper Inflation' in the Fractals Literature. Science and Engineering Ethics 12 (3):543-554.
    The similarity of documents in a large database of published Fractals articles was examined for redundancy. Three different text matching techniques were used on publisheds to identify redundancy candidates, and predictions were verified by reading full text versions of the redundancy candidate articles. A small fraction of the total articles in the database was judged to be redundant. This was viewed as a lower limit, because it excluded cases where the concepts remained the same, but the text was altered substantially.Far (...)
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  27.  2
    Andrew N. Meltzoff, Scott P. Johnson & Alan Fogel (2004). Part II Cognitive Development. In Gavin Bremner & Alan Slater (eds.), Theories of Infant Development. Blackwell 143.
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  28.  4
    A. Costello, M. Abbas, A. Allen, S. Ball, S. Bell, R. Bellamy, S. Friel, N. Groce, A. Johnson, M. Kett, M. Lee, C. Levy, M. Maslin, D. McCoy, B. McGuire, H. Montgomery, D. Napier, C. Pagel, J. Patel, J. Oliveira, N. Redclift, H. Rees, D. Rogger, J. Scott, J. Stephenson, J. Twigg, J. Wolff & C. Patterson, Managing the Health Effects of Climate.
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  29. Ronald N. Kostoff, Dustin Johnson, J. Antonio Del Rio, Louis A. Bloomfield, Michael F. Shlesinger, Guido Malpohl & Hector D. Cortes (2006). Duplicate Publication and 'Paper Inflation'in the Fractals Literature. Science and Engineering Ethics 12 (3):543-554.
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  30.  4
    Liza-Marie Johnson, Christopher L. Church, Monika Metzger & Justin N. Baker (2015). Ethics Consultation in Pediatrics: Long-Term Experience From a Pediatric Oncology Center. American Journal of Bioethics 15 (5):3-17.
    There is little information about the content of ethics consultations in pediatrics. We sought to describe the reasons for consultation and ethical principles addressed during EC in pediatrics through retrospective review and directed content analysis of EC records at St. Jude Children's Research Hospital. Patient-based EC were highly complex and often involved evaluation of parental decision making, particularly consideration of the risks and benefits of a proposed medical intervention, and the physician's fiduciary responsibility to the patient. Nonpatient consultations provided guidance (...)
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  31.  6
    Doohwan Ahn, Sanda Badescu, Giorgio Baruchello, Raj Nath Bhat, Laura Boileau, Rosalind Carey, Camelia-Mihaela Cmeciu, Alan Goldstone, James Grieve, John Grumley, Grant Havers, Stefan Höjelid, Peter Isackson, Marguerite Johnson, Adrienne Kertzer, J.-Guy Lalande, Clinton R. Long, Joseph Mali, Ben Marsden, Peter Monteath, Michael Edward Moore, Jeff Noonan, Lynda Payne, Joyce Senders Pedersen, Brayton Polka, Lily Polliack, John Preston, Anthony Pym, Marina Ritzarev, Joseph Rouse, Peter N. Saeta, Arthur B. Shostak, Stanley Shostak, Marcia Landy, Kenneth R. Stunkel, I. I. I. Wheeler & Phillip H. Wiebe (2009). Null. The European Legacy 14 (6):731-771.
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  32.  7
    Jenny R. Saffran, Elizabeth K. Johnson, Richard N. Aslin & Elissa L. Newport (1999). Statistical Learning of Tone Sequences by Human Infants and Adults. Cognition 70 (1):27-52.
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  33. P. C. Wason & P. N. Johnson (1974). Psychology of Reasoning: Structure and Content. Philosophy and Rhetoric 7 (3):193-197.
     
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  34.  5
    Lauren N. Harkrider, Chase E. Thiel, Zhanna Bagdasarov, Michael D. Mumford, James F. Johnson, Shane Connelly & Lynn D. Devenport (2012). Improving Case-Based Ethics Training with Codes of Conduct and Forecasting Content. Ethics and Behavior 22 (4):258 - 280.
    Although case-based training is popular for ethics education, little is known about how specific case content influences training effectiveness. Therefore, the effects of (a) codes of ethical conduct and (b) forecasting content were investigated. Results revealed richer cases, including both codes and forecasting content, led to increased knowledge acquisition, greater sensemaking strategy use, and better decision ethicality. With richer cases, a specific pattern emerged. Specifically, content describing codes alone was more effective when combined with short-term forecasts, whereas content embedding codes (...)
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  35.  60
    Robert N. Johnson (1999). Internal Reasons and the Conditional Fallacy. Philosophical Quarterly 50 (194):53-71.
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  36.  15
    Zhanna Bagdasarov, Chase E. Thiel, James F. Johnson, Shane Connelly, Lauren N. Harkrider, Lynn D. Devenport & Michael D. Mumford (2013). Case-Based Ethics Instruction: The Influence of Contextual and Individual Factors in Case Content on Ethical Decision-Making. Science and Engineering Ethics 19 (3):1305-1322.
    Cases have been employed across multiple disciplines, including ethics education, as effective pedagogical tools. However, the benefit of case-based learning in the ethics domain varies across cases, suggesting that not all cases are equal in terms of pedagogical value. Indeed, case content appears to influence the extent to which cases promote learning and transfer. Consistent with this argument, the current study explored the influences of contextual and personal factors embedded in case content on ethical decision-making. Cases were manipulated to include (...)
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  37.  9
    Juandre Peacock, Lauren N. Harkrider, Zhanna Bagdasarov, Shane Connelly, James F. Johnson, Chase E. Thiel, Alexandra E. MacDougall, Michael D. Mumford & Lynn D. Devenport (2013). Effects of Alternative Outcome Scenarios and Structured Outcome Evaluation on Case-Based Ethics Instruction. Science and Engineering Ethics 19 (3):1283-1303.
    Case-based instruction has been regarded by many as a viable alternative to traditional lecture-based education and training. However, little is known about how case-based training techniques impact training effectiveness. This study examined the effects of two such techniques: (a) presentation of alternative outcome scenarios to a case, and (b) conducting a structured outcome evaluation. Consistent with the hypotheses, results indicate that presentation of alternative outcome scenarios reduced knowledge acquisition, reduced sensemaking and ethical decision-making strategy use, and reduced decision ethicality. Conducting (...)
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  38. J. N. Wright, A. E. Taylor, John Laird, S. R., F. C. S. Schiller, H. F. Hallett, J. L. Russell, S. S., A. C. Ewing, O. de Selincourt, E. J. Thomas & R. J. (1927). New Books. [REVIEW] Mind 36 (144):500-524.
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  39. Robert N. Johnson (2003). Virtue and Right. Ethics 113 (4):810-834.
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  40.  8
    Lauren N. Harkrider, Alexandra E. MacDougall, Zhanna Bagdasarov, James F. Johnson, Chase E. Thiel, Michael D. Mumford, Shane Connelly & Lynn D. Devenport (2012). Structuring Case-Based Ethics Training: How Comparing Cases and Structured Prompts Influence Training Effectiveness. Ethics and Behavior 23 (3):179-198.
    This study examined how structuring case-based ethics training, either through (a) case presentation or (b) prompt questions, influences training outcomes. Results revealed an interaction between case presentation and prompt questions such that some form of structure improved effectiveness. Specifically, comparing cases led to greater sensemaking strategy use and decision-ethicality when trainees considered unstructured rather than structured prompts. When cases were presented sequentially, structuring prompts improved training effectiveness. Too much structure, however, decreased future ethical decision making, suggesting that there can be (...)
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  41.  4
    Alexandra E. MacDougall, Lauren N. Harkrider, Zhanna Bagdasarov, James F. Johnson, Chase E. Thiel, Juandre Peacock, Michael D. Mumford, Lynn D. Devenport & Shane Connelly (2014). Examining the Effects of Incremental Case Presentation and Forecasting Outcomes on Case-Based Ethics Instruction. Ethics and Behavior 24 (2):126-150.
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  42.  39
    Robert N. Johnson (1998). Weakness Incorporated. History of Philosophy Quarterly 15 (3):349 - 367.
    Kant held that “an incentive can determine the will [Willkür] to action only so far as the individual has incorporated it into his maxim”, a view dubbed the “Incorporation Thesis” by Henry Allison (hereafter, “IT”). Although many see IT as basic to Kant’s views on agency, it also seems irreconcilable with the possibility of a kind of weakness, the kind exhibited by a person who acts on incentives that run contrary to principles she holds dear. The problem is this: According (...)
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  43.  2
    James F. Johnson, Zhanna Bagdasarov, Lauren N. Harkrider, Alexandra E. MacDougall, Shane Connelly, Lynn D. Devenport & Michael D. Mumford (2013). The Effects of Note-Taking and Review on Sensemaking and Ethical Decision Making. Ethics and Behavior 23 (4):299-323.
    The effectiveness of case-based learning in ethics education varies widely regarding how cases are presented. Case process instruction may impact case-based ethics education to promote sensemaking processes, ethical sensemaking strategy use, and ethical decision making (EDM) quality. This study examined two teaching techniques, notes and review, and participants completed note-taking and review activities examining a case-based scenario during an ethics education course. Results suggest that providing case notes in outline form improves sensemaking processes, strategy use, and EDM quality. In addition, (...)
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  44. Robert N. Johnson, Kant's Moral Philosophy. Stanford Encyclopedia of Philosophy.
    Immanuel Kant (1724–1804) argued that moral requirements are based on a standard of rationality he dubbed the “Categorical Imperative” (CI). Immorality thus involves a violation of the CI and is thereby irrational. Other philosophers, such as Locke and Hobbes, had also argued that moral requirements are based on standards of rationality. However, these standards were either desirebased instrumental principles of rationality or based on sui generis rational intuitions. Kant agreed with many of his predecessors that an analysis of practical reason (...)
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  45.  1
    Roger C. Schank, Gregg C. Collins, Ernest Davis, Peter N. Johnson, Steve Lytinen & Brian J. Reiser (1982). What's the Point? Cognitive Science 6 (3):255-275.
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  46. Robert N. Johnson (1997). Reasons and Advice for the Practically Rational. Philosophy and Phenomenological Research 57 (3):619-625.
    This paper defends a model of the internalism requirement against Michael Smith's recent criticisms of it. On this "example model", what we have reason to do is what we would be motivated to do were we rational. After criticizing the example model, Smith argues that his "advice model", that what we have reason to do is what we would advise ourselves to do were we rational, is obviously preferable. The author argues that Smith's criticisms can quite easily be accommodated by (...)
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  47.  8
    Paul L. Harris, Carl N. Johnson, Deborah Hutton, Giles Andrews & Tim Cooke (1989). Young Children's Theory of Mind and Emotion. Cognition and Emotion 3 (4):379-400.
  48. M. B. Foster, H. R. MacKintosh, W. D. Lamont, A. C. Ewing, J. Drever, S. N. Dasgupta, John Laird & T. E. Jessop (1929). New Books. [REVIEW] Mind 38 (149):111-124.
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  49.  1
    Liza-Marie Johnson, Christopher L. Church, Michael F. Walsh & Justin N. Baker (2012). Clinically Significant? Depends on Whom You Ask. American Journal of Bioethics 12 (10):18-20.
    The American Journal of Bioethics, Volume 12, Issue 10, Page 18-20, October 2012.
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  50.  2
    N. L. Jones, A. M. Peiffer, A. Lambros, M. Guthold, A. D. Johnson, M. Tytell, A. E. Ronca & J. C. Eldridge (2010). Developing a Problem-Based Learning (PBL) Curriculum for Professionalism and Scientific Integrity Training for Biomedical Graduate Students. Journal of Medical Ethics 36 (10):614-619.
    A multidisciplinary faculty committee designed a curriculum to shape biomedical graduate students into researchers with a high commitment to professionalism and social responsibility and to provide students with tools to navigate complex, rapidly evolving academic and societal environments with a strong ethical commitment. The curriculum used problem-based learning (PBL), because it is active and learner-centred and focuses on skill and process development. Two courses were developed: Scientific Professionalism: Scientific Integrity addressed discipline-specific and broad professional norms and obligations for the ethical (...)
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