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  1. Paul L. Harris & Jonathan D. Lane (forthcoming). Infants Understand How Testimony Works. Topoi:1-16.
    Children learn about the world from the testimony of other people, often coming to accept what they are told about a variety of unobservable and indeed counter-intuitive phenomena. However, research on children’s learning from testimony has paid limited attention to the foundations of that capacity. We ask whether those foundations can be observed in infancy. We review evidence from two areas of research: infants’ sensitivity to the emotional expressions of other people; and their capacity to understand the exchange of information (...)
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  2. Kathleen H. Corriveau, Eva E. Chen & Paul L. Harris (2014). Judgments About Fact and Fiction by Children From Religious and Nonreligious Backgrounds. Cognitive Science 38 (8):n/a-n/a.
    In two studies, 5- and 6-year-old children were questioned about the status of the protagonist embedded in three different types of stories. In realistic stories that only included ordinary events, all children, irrespective of family background and schooling, claimed that the protagonist was a real person. In religious stories that included ordinarily impossible events brought about by divine intervention, claims about the status of the protagonist varied sharply with exposure to religion. Children who went to church or were enrolled in (...)
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  3. Paul G. Harris & Elias Mele (2014). Individual Duties to Reduce Greenhouse Gas Emissions in China. Ethics, Policy and Environment 17 (1):49-51.
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  4. Patricia A. Herrmann, Cristine H. Legare, Paul L. Harris & Harvey Whitehouse (2013). Stick to the Script: The Effect of Witnessing Multiple Actors on Children's Imitation. Cognition 129 (3):536-543.
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  5. Paul G. Harris (2012). Inviting People to Climate Parties: Differentiating National and Individual Responsibilities for Mitigation. Ethics, Policy and Environment 15 (3):309 - 313.
  6. Paul L. Harris, Kathleen H. Corriveau, Elisabeth S. Pasquini, Melissa Koenig, Maria Fusaro & Fabrice Clément (2012). Credulity and the Development of Selective Trust in Early Childhood. In Michael Beran, Johannes Brandl, Josef Perner & Joëlle Proust (eds.), The Foundations of Metacognition. Oxford University Press. 193.
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  7. Paul G. Harris (2011). Misplaced Ethics of Climate Change: Political Vs. Environmental Geography. Ethics, Policy and Environment 13 (2):215-222.
  8. Joshua Delpech-Ramey & Paul A. Harris (2010). Spiritual Politics After Deleuze: Introduction. Substance 39 (1):3-7.
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  9. Paul A. Harris (2010). Deleuze's Cinematic Universe of Light: A Cosmic Plane of Luminance. Substance 39 (1):115-124.
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  10. Paul A. Harris (2010). President's Address Cosmic Epics and Global Ethics. In Jo Alyson Parker, Paul Harris & Christian Steineck (eds.), Time: Limits and Constraints. Brill. 13--3.
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  11. Paul G. Harris (2010). China. The Philosophers' Magazine 51 (51):51-54.
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  12. Jo Alyson Parker, Paul Harris & Christian Steineck (eds.) (2010). Time: Limits and Constraints. Brill.
    This volume presents selected essays from the 13th triennial conference of the International Society for the Study of Time: "Time: Limits and Constraints.
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  13. Kathleen H. Corriveau, Angie L. Kim, Courtney E. Schwalen & Paul L. Harris (2009). Abraham Lincoln and Harry Potter: Children's Differentiation Between Historical and Fantasy Characters. Cognition 113 (2):213-225.
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  14. Rita Astuti & Paul L. Harris (2008). Understanding Mortality and the Life of the Ancestors in Rural Madagascar. Cognitive Science 32 (4):713-740.
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  15. Paul G. Harris (2008). Implementing Climate Equity: The Case of Europe. Journal of Global Ethics 4 (2):121 – 140.
    For over two decades, international environmental equity - the fair and just sharing of the burdens associated with environmental changes - has been the subject of much debate by philosophers, activists and diplomats concerned about climate change. It has been manifested in many international environmental agreements, notably the Framework Convention on Climate Change and the Kyoto Protocol. The question arises as to whether it is being put into practice in this context. Are the requirements of international environmental equity merely words (...)
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  16. Paul L. Harris & Rebekah A. Richert (2008). William James, 'the World of Sense' and Trust in Testimony. Mind and Language 23 (5):536-551.
    Abstract: William James argued that we ordinarily think of the objects that we can observe—things that belong to 'the world of sense'—as having an unquestioned reality. However, young children also assert the existence of entities that they cannot ordinarily observe. For example, they assert the existence of germs and souls. The belief in the existence of such unobservable entities is likely to be based on children's broader trust in other people's testimony about objects and situations that they cannot directly observe (...)
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  17. Paul L. Harris & Melissa A. Koenig (2007). The Basis of Epistemic Trust: Reliable Testimony or Reliable Sources? Episteme 4 (3):264-284.
    What is the nature of children's trust in testimony? Is it based primarily on evidential correlations between statements and facts, as stated by Hume, or does it derive from an interest in the trustworthiness of particular speakers? In this essay, we explore these questions in an effort to understand the developmental course and cognitive bases of children's extensive reliance on testimony. Recent work shows that, from an early age, children monitor the reliability of particular informants, differentiate between those who make (...)
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  18. Luca Ferrero Faulkner, Amy Gutmann, Paul Harris, Pamela Hieronymi, Karen Jones, Adam Leite, Wolfgang Mann, Peter de Marneffc, David Owens Minar & Connie Rosati (2006). Getting Told and Being Believed. In Jennifer Lackey & Ernest Sosa (eds.), The Epistemology of Testimony. Oxford University Press.
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  19. Paul Harris (2006). Nothing: A User's Manual. Substance 35 (2):3-16.
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  20. Paul L. Harris & Rita Astuti (2006). Learning That There is Life After Death. Behavioral and Brain Sciences 29 (5):475-476.
    Bering's argument that human beings are endowed with a cognitive system dedicated to forming illusory representations of psychological immortality relies on the claim that children's beliefs in the afterlife are not the result of religious teaching. We suggest four reasons why this claim is unsatisfactory.
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  21. Jo Alyson Parker, Michael Crawford & Paul Harris (eds.) (2006). Time and Memory. Brill.
  22. Melissa A. Koenig & Paul L. Harris (2005). The Role of Social Cognition in Early Trust. Trends in Cognitive Sciences 9 (10):457-459.
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  23. Francisco Pons & Paul Harris (2005). Longitudinal Change and Longitudinal Stability of Individual Differences in Children's Emotion Understanding. Cognition and Emotion 19 (8):1158-1174.
  24. Fabrice Clément, Melissa Koenig & Paul Harris (2004). The Ontogenesis of Trust. Mind and Language 19 (4):360–379.
    Psychologists have emphasized children's acquisition of information through firsthand observation. However, many beliefs are acquired from others' testimony. In two experiments, most 4yearolds displayed sceptical trust in testimony. Having heard informants' accurate or inaccurate testimony, they anticipated that informants would continue to display such differential accuracy and they trusted the hitherto reliable informant. Yet they ignored the testimony of the reliable informant if it conflicted with what they themselves had seen. By contrast, threeyearolds were less selective in trusting a reliable (...)
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  25. Fabrice Clement, Melissa Koenig & Paul Harris (2004). The Ontogenesis of Trust. Mind and Language 19 (4):360-379.
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  26. Paul A. Harris (2004). Preface to Section I: Fracture and Rupture. In Paul Harris & Michael Crawford (eds.), Time and Uncertainty. Brill. 11--3.
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  27. Paul G. Harris (2004). 'Getting Rich Is Glorious': Environmental Values in the People's Republic of China. Environmental Values 13 (2):145 - 165.
    Pollution and overuse of resources in China have profound implications for the Chinese people and the world. Globalisation may be partly to blame for this situation, but it is hardly the only explanation. China has been overusing its resources for centuries. Traditional values appear to offer environmentally benign guidance for China's economic development, but they are largely impotent in the face of now-pervasive values manifested in Western-style consumption. Government policies go some way toward addressing this problem, but what may be (...)
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  28. Paul Harris & Michael Crawford (eds.) (2004). Time and Uncertainty. Brill.
    The essays in this volume all originated at the 2001 conference of the International Society for the Study of Time.
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  29. Paul Harris (2003). Der Fest-Text Jest. Substance 32 (1):4-10.
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  30. Paul G. Harris (2003). Fairness, Responsibility, and Climate Change. Ethics and International Affairs 17 (1):149–156.
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  31. Paul L. Harris (2002). Checking Our Sources: The Origins of Trust in Testimony. Studies in History and Philosophy of Science Part A 33 (2):315-333.
  32. Paul L. Harris (2002). 17 What Do Children Learn From Testimony? In Peter Carruthers, Stephen P. Stich & Michael Siegal (eds.), The Cognitive Basis of Science. Cambridge University Press. 316.
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  33. Paul G. Harris & Patricia Siplon (2001). Carnegie Council. Ethics and International Affairs 15.
     
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  34. Paul G. Harris & Patricia Siplon (2001). International Obligation and Human Health: Evolving Policy Responses to HIV/AIDS. Ethics and International Affairs 15 (2):29–52.
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  35. Paul L. Harris (2001). Thinking About the Unknown. Trends in Cognitive Sciences 5 (11):494-498.
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  36. Paul L. Harris (2001). The Veridicality Assumption. Mind and Language 16 (3):247–262.
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  37. Fransisco Pons & Paul L. Harris (2001). Piaget's Conception of the Development of Consciousness: An Examination of Two Hypotheses. Human Development 44 (4):220-227.
     
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  38. Paul Harris (2000). Introduction: Brain Cultures. Substance 29 (1):3-6.
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  39. Paul Harris (2000). The Work of the Imagination. Wiley-Blackwell.
    This book demonstrates how children's imagination makes a continuing contribution to their cognitive and emotional development.
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  40. Hilary J. Leevers & Paul L. Harris (1999). Persisting Effects of Instruction on Young Children's Syllogistic Reasoning with Incongruent and Abstract Premises. Thinking and Reasoning 5 (2):145 – 173.
    Studies of reasoning have often invoked a distinction between a natural or ordinary consideration of the premises, in which they are interpreted, and even distorted, in the light of empirical knowledge, and an analytic or logical consideration of the premises, in which they are analysed in a literal fashion for their logical implications. Two or three years of schooling have been seen as critical for the spontaneous use of analytic reasoning. In two experiments, however, 4-year-olds who were given brief instructions (...)
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  41. John Barkdull & Paul G. Harris (1998). The Land Ethic: A New Philosophy for International Relations. Ethics and International Affairs 12 (1):159–177.
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  42. Maria Nunez & Paul L. Harris (1998). Psychological and Deontic Concepts: Separate Domains or Intimate Connection? Mind and Language 13 (2):153-170.
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  43. María Núñez & Paul L. Harris (1998). Psychological and Deontic Concepts: Separate Domains or Intimate Connection? Mind and Language 13 (2):153–170.
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  44. Stephen C. Want & Paul L. Harris (1998). Indices of Program-Level Comprehension. Behavioral and Brain Sciences 21 (5):706-707.
    Byrne & Russon suggest that the production of action by primates is hierarchically organised. We assess the evidence for hierarchical structure in the comprehension of action by primates. Focusing on work with human children we evaluate several possible indices of program-level comprehension.
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  45. Paul G. Harris (1997). Affluence, Poverty, and Ecology: Obligation, International Relations, and Sustainable Development. Ethics and the Environment 2 (2):121 - 138.
    Effective efforts to protect the global environment will require the willing cooperation of the world's poor. Persuading them to join international environmental agreements and to choose environmentally sustainable development requires substantial concessions from the affluent industrialized countries, including additional financial assistance and technology transfers. The affluent countries ought to provide such assistance to the world's poor for ethical reasons. Doing so would promote transnational distributive justice, which is defined here as a fair and equitable distribution among countries of benefits, burdens, (...)
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  46. Paul Harris (1996). 13 Desires, Beliefs, and Language. In Peter Carruthers & Peter K. Smith (eds.), Theories of Theories of Mind. Cambridge University Press. 200.
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  47. Paul L. Harris, Tim German & Patrick Mills (1996). Children's Use of Counterfactual Thinking in Causal Reasoning. Cognition 61 (3):233-259.
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  48. Paul L. Harris (1995). Imagining and Pretending. In Mental Simulation. Cambridge: Blackwell.
     
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  49. Paul L. Harris (1995). Mental Simulation. Cambridge: Blackwell.
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  50. Henry M. Wellman, Paul L. Harris, Mita Banerjee & Anna Sinclair (1995). Early Understanding of Emotion: Evidence From Natural Language. Cognition and Emotion 9 (2-3):117-149.
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