Search results for 'Rebecca Young' (try it on Scholar)

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Profile: Rebecca Young (University of Queensland)
  1. Liane Young, Fiery Cushman, Marc Hauser & and Rebecca Saxe (2007). The Neural Basis of the Interaction Between Theory of Mind and Moral Judgment. Proceedings of the National Academy of Sciences 104 (20):8235-8240.score: 300.0
    Is the basis of criminality an act that causes harm, or an act undertaken with the belief that one will cause harm? The present study takes a cognitive neuroscience approach to investigating how information about an agent’s beliefs and an action’s conse- quences contribute to moral judgment. We build on prior devel- opmental evidence showing that these factors contribute differ- entially to the young child’s moral judgments coupled with neurobiological evidence suggesting a role for the right tem- poroparietal junction (...)
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  2. Liane Young, Shaun Nichols & Rebecca Saxe (2010). Investigating the Neural and Cognitive Basis of Moral Luck. [REVIEW] Review of Philosophy and Psychology 1 (3):333-349.score: 240.0
    Moral judgments, we expect, ought not to depend on luck. A person should be blamed only for actions and outcomes that were under the person’s control. Yet often, moral judgments appear to be influenced by luck. A father who leaves his child by the bath, after telling his child to stay put and believing that he will stay put, is judged to be morally blameworthy if the child drowns (an unlucky outcome), but not if his child stays put and doesn’t (...)
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  3. Liane Young & Rebecca Saxe (2010). It's Not Just What You Do, but What's on Your Mind: A Review of Kwame Anthony Appiah's “Experiments in Ethics”. [REVIEW] Neuroethics 3 (3):201-207.score: 240.0
    What is the impact of science on philosophy? In “Experiments in Ethics”, Kwame Anthony Appiah addresses this question for morality and ethics. Appiah suggests that scientific results may undermine moral intuitions by undermining our confidence in the actual sources of our intuitions, or by invalidating our factual assumptions about the causes of human behavior. Appiah worries that scientific results showing situational causes on human behavior force us to abandon the intuition, formalized in virtue ethics, that what matters is “who you (...)
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  4. Liane Young & Rebecca Saxe (2011). Moral Universals and Individual Differences. Emotion Review 3 (3):323-324.score: 240.0
    Contemporary moral psychology has focused on the notion of a universal moral sense, robust to individual and cultural differences. Yet recent evidence has revealed individual differences in the psychological processes for moral judgment: controlled cognition, mental-state reasoning, and emotional responding. We discuss this evidence and its relation to cross-cultural diversity in morality.
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  5. Ruth Ann Atchley, Stephen S. Ilardi, Keith M. Young, Natalie N. Stroupe, Aminda J. O'Hare, Steven L. Bistricky, Elizabeth Collison, Linzi Gibson, Jonathan Schuster & Rebecca J. Lepping (2012). Depression Reduces Perceptual Sensitivity for Positive Words and Pictures. Cognition and Emotion 26 (8):1359-1370.score: 240.0
  6. Ross H. Nehm & Rebecca Young (2008). “Sex Hormones” in Secondary School Biology Textbooks. Science and Education 17 (10):1175-1190.score: 240.0
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  7. Liane Young & Rebecca Saxe (2011). When Ignorance is No Excuse: Different Roles for Intent Across Moral Domains. Cognition 120 (2):202-214.score: 240.0
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  8. Rebecca A. Martusewicz, Pamela K. Smith, Sandra Spickard Prettyman, Chloe Wilson, Joe Bishop, Jeff Edmundson, Kelly Young, Steven Mackie, Richard Brosio & Abraham DeLeon (2013). Editorial Board EOV. Educational Studies 49 (6).score: 240.0
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  9. Liane Young & Rebecca Saxe (2011). The Role of Intent for Distinct Moral Domains. Cognition 120:202-214.score: 240.0
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  10. Sunya T. Collier, Dean Cristol, Sandra Dean, Nancy Fichtman Dana, Donna H. Foss, Rebecca K. Fox, Nancy P. Gallavan, Eric Greenwald, Leah Herner-Patnode, James Hoffman, Fred A. J. Korthagen, Barbara Larrivee Hea-Jin Lee, Jane McCarthy, Christie McIntyre, D. John McIntyre, Rejoyce Soukup Milam, Melissa Mosley, Lynn Paine, Walter Polka, Linda Quinn, Mistilina Sato, Jason Jude Smith, Anne Rath, Audra Roach, Katie Russell, Kelly Vaughn, Jian Wang, Angela Webster-Smith, Ruth Chung Wei, C. Stephen White, Rachel Wlodarksy, Diane Yendol-Hoppey & Martha Young (2010). The Purposes, Practices, and Professionalism of Teacher Reflectivity: Insights for Twenty-First-Century Teachers and Students. R&L Education.score: 240.0
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  11. Mindy Thompson Fullilove, Rebecca Young, Paula G. Panzer & Philip Muskin (1993). Psychosocial Issues in the Management of Patients with Tuberculosis. Journal of Law, Medicine and Ethics 21 (3-4):324-331.score: 240.0
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  12. John F. Kilner, Rebecca D. Pentz, Frank E. Young & Richard Ashcroft (2000). Book Reviews-Genetic Ethics: Do the Ends Justify the Genes? Bioethics-Oxford 14 (3):274-275.score: 240.0
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  13. Charles W. Kalish, Sunae Kim & Andrew G. Young (2012). How Young Children Learn From Examples: Descriptive and Inferential Problems. Cognitive Science 36 (8):1427-1448.score: 210.0
    Three experiments with preschool- and young school-aged children (N = 75 and 53) explored the kinds of relations children detect in samples of instances (descriptive problem) and how they generalize those relations to new instances (inferential problem). Each experiment initially presented a perfect biconditional relation between two features (e.g., all and only frogs are blue). Additional examples undermined one of the component conditional relations (not all frogs are blue) but supported another (only frogs are blue). Preschool-aged children did not (...)
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  14. H. D. Ellis, A. H. Quaylea, A. W. Young & K. W. de Pauw (1997). Response From Ellis, Young, Quayle and de Pauw. Trends in Cognitive Sciences 1 (5):158.score: 180.0
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  15. Andrew W. Young & John P. Aggleton (1997). Response From Young and Aggleton. Trends in Cognitive Sciences 1 (2):47-48.score: 180.0
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  16. A. W. Young, R. Sprengelmeyer, M. Phillips & A. J. Calder (1997). Response From Young, Sprengelmeyer, Phillips and Calder. Trends in Cognitive Sciences 1 (9):322-325.score: 180.0
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  17. H. M. Kraemer Jr & S. B. Young (2003). When Things Go Wrong: Managing Crisis. A Talk with Harry M. Jansen Kraemer, Jr., and Sally Benjamin Young. Interview by Thomasine Kushner. [REVIEW] Cambridge Quarterly of Healthcare Ethics: Cq: The International Journal of Healthcare Ethics Committees 13 (2):193-199.score: 180.0
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  18. Letitia Meynell (2013). Delusions of Gender: How Our Minds, Society, and Neurosexism Create Difference. By Cordelia Fine. New York: W. W. Norton & Company, 2010. Brain Storm: The Flaws in the Science of Sex Differences. By Rebecca M. Jordan‐Young. Cambridge, Mass.: Harvard University Press, 2010. [REVIEW] Hypatia 28 (3):684-689.score: 120.0
  19. Erika Lorraine Milam (2011). Rebecca M. Jordan-Young, Brain Storm: The Flaws in the Science of Sex Differences (Cambridge, MA: Harvard University Press, 2010), Xiv + 394 Pp., Illus., $35.00. [REVIEW] Journal of the History of Biology 44 (1):163-165.score: 120.0
  20. Rebecca Flemming & Ann Ellis Hanson (1998). Hippocrates' Peri Partheniôn ('Diseases of Young Girls'): Text and Translation 1. Early Science and Medicine 3 (3):241-252.score: 36.0
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  21. Timothy P. L. Roberts, Douglas N. Paulson, Eugene Hirschkoff, Kevin Pratt, Anthony Mascarenas, Paul Miller, Mengali Han, Jason Caffrey, Chuck Kincade, Bill Power, Rebecca Murray, Vivian Chow, Charlie Fisk, Matthew Ku, Darina Chudnovskaya, John Dell, Rachel Golembski, Peter Lam, Lisa Blaskey, Emily Kuschner, Luke Bloy, William Gaetz & J. Christopher Edgar (2014). Artemis 123: Development of a Whole-Head Infant and Young Child MEG System. Frontiers in Human Neuroscience 8.score: 36.0
  22. Simon McCarthy-Jones, Rebecca Knowles & Georgina Rowse (2012). More Than Words? Hypomanic Personality Traits, Visual Imagery and Verbal Thought in Young Adults. Consciousness and Cognition 21 (3):1375-1381.score: 36.0
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  23. Frank S. Murray & Rebecca L. Stanley (1980). Perceptual Learning of Cartoon Faces by Young Children. Bulletin of the Psychonomic Society 16 (5):367-370.score: 36.0
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  24. Rick Welsh & Rebecca Young Rivers (2011). Environmental Management Strategies in Agriculture. Agriculture and Human Values 28 (3):297-302.score: 30.0
    There is a large literature on technology adoption and environmental management in agriculture. Included in this literature are debates about the role world view or attitudinal variables play in adoption decisions, and whether smaller farms or larger farms exhibit superior environmental performance or differ in commitment to environmental values. In this paper we attempt to extend the literature in this area by proposing and measuring discrete environmental management approaches among sixty-six farmers in Northern New York. Using key informants interviews, purposeful (...)
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  25. Hennie Lötter (1999). Rawls, Young, and the Scope of Justice. Theoria 46 (94):90-107.score: 24.0
    What is justice all about? What is the scope of the concept of justice? What issues can legitimately be evaluated in terms of justice? In her book Justice and the Politics of Difference, Iris Marion Young challenges the concept of justice as defined by John Rawls and used by many others in the philosophical debates that responded to Rawls’s, A Theory of Justice (1971). Is Young’s critique on the prevailing use of the concept of justice and contemporary theories (...)
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  26. Helen De Cruz (2013). Is Teaching Children Young Earth Creationism Child Abuse? The Philosophers' Magazine 63:21-23.score: 24.0
    Richard Dawkins has argued on several occasions that bringing up your child religiously is a form of child abuse. According to Dawkins, teaching children about religion is fine (it helps them to understand cultural references, for instance), but indoctrinating children – by which Dawkins means any form of education that teaches religious beliefs as facts – is morally wrong and harmful. Dawkins is not alone: the American theoretical physicist Lawrence Krauss, for instance, recently argued that teaching Young Earth Creationism (...)
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  27. Rebecca Jordan-Young & Raffaella I. Rumiati (2012). Hardwired for Sexism? Approaches to Sex/Gender in Neuroscience. Neuroethics 5 (3):305-315.score: 24.0
    Evidence has long suggested that ‘hardwiring’ is a poor metaphor for brain development. But the metaphor may be an apt one for the dominant paradigm for researching sex differences, which pushes most neuroscience studies of sex/gender inexorably towards the ‘discovery’ of sex/gender differences, and makes contemporary gender structures appear natural and inevitable. The argument we forward in this paper is twofold. In the first part of the paper, we address the dominant ‘hardwiring’ paradigm of sex/gender research in contemporary neuroscience, which (...)
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  28. Marco F. H. Schmidt, Hannes Rakoczy & Michael Tomasello (2011). Young Children Attribute Normativity to Novel Actions Without Pedagogy or Normative Language. Developmental Science 14 (3):530-539.score: 24.0
    Young children interpret some acts performed by adults as normatively governed, that is, as capable of being performed either rightly or wrongly. In previous experiments, children have made this interpretation when adults introduced them to novel acts with normative language (e.g. ‘this is the way it goes’), along with pedagogical cues signaling culturally important information, and with social-pragmatic marking that this action is a token of a familiar type. In the current experiment, we exposed children to novel actions with (...)
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  29. Marco F. H. Schmidt & Michael Tomasello (2012). Young Children Enforce Social Norms. Current Directions in Psychological Science 21 (4):232-236.score: 24.0
    Social norms have played a key role in the evolution of human cooperation, serving to stabilize prosocial and egalitarian behavior despite the self-serving motives of individuals. Young children’s behavior mostly conforms to social norms, as they follow adult behavioral directives and instructions. But it turns out that even preschool children also actively enforce social norms on others, often using generic normative language to do so. This behavior is not easily explained by individualistic motives; it is more likely a result (...)
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  30. Fenna van Nes (2011). Mathematics Education and Neurosciences: Towards Interdisciplinary Insights Into the Development of Young Children's Mathematical Abilities. Educational Philosophy and Theory 43 (1):75-80.score: 24.0
    The Mathematics Education and Neurosciences project is an interdisciplinary research program that bridges mathematics education research with neuroscientific research. The bidirectional collaboration will provide greater insight into young children's (aged four to six years) mathematical abilities. Specifically, by combining qualitative ‘design research’ with quantitative ‘experimental research’, we aim to come to a more thorough understanding of prerequisites that are involved in the development of early spatial and number sense. The mathematics education researchers are concerned with kindergartner's spatial structuring ability, (...)
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  31. Rebecca Konyndyk de Young (2003). Power Made Perfect in Weakness: Aquinas's Transformation of the Virtue of Courage. Medieval Philosophy and Theology 11 (02):147-180.score: 24.0
  32. Katrina Karkazis, Rebecca Jordan-Young, Georgiann Davis & Silvia Camporesi (2012). Out of Bounds? A Critique of the New Policies on Hyperandrogenism in Elite Female Athletes. American Journal of Bioethics 12 (7):3-16.score: 24.0
    In May 2011, more than a decade after the International Association of Athletics Federations (IAAF) and the International Olympic Committee (IOC) abandoned sex testing, they devised new policies in response to the IAAF's treatment of Caster Semenya, the South African runner whose sex was challenged because of her spectacular win and powerful physique that fueled an international frenzy questioning her sex and legitimacy to compete as female. These policies claim that atypically high levels of endogenous testosterone in women (caused by (...)
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  33. Cordelia Fine, Rebecca Jordan-Young, Anelis Kaiser & Gina Rippon (2013). Plasticity, Plasticity, Plasticity… and the Rigid Problem of Sex. Trends in Cognitive Sciences 17 (11):550-551.score: 24.0
  34. Rebecca Konyndyk De Young (2007). Michael S. Sherwin, O.P., By Knowledge and by Love: Charity and Knowledge in the Moral Theology of St. Thomas Aquinas. Washington, D.C.: Catholic University of America Press, 2005. Pp. Xxv, 270; 4 Black-and-White Figures. $54.95. [REVIEW] Speculum 82 (3):764-764.score: 24.0
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  35. Raffaella Colombo (2012). Will and Sacrifice: Victimary Representations in Ibsen's Rosmersholm. Contagion 19 (1):167-177.score: 24.0
    In his short essay, “Some Character-Types Met With in Psycho-Analytic Work,” published in 1916 in the review Imago, Freud identifies Ibsen’s drama Rosmersholm (1886) as a perfect example of an Oedipus complex in a modern setting. The story is well known. After the suicide of his wife Beata, brought about by the impossibility of bearing children and by the misery of an existence sacrificed to social and religious duties, John Rosmer, a Protestant pastor, has lost his old faith and is (...)
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  36. Yusuke Moriguchi & Kazuo Hiraki (2013). Prefrontal Cortex and Executive Function in Young Children: A Review of NIRS Studies. [REVIEW] Frontiers in Human Neuroscience 7:867.score: 24.0
    Executive function refers to the higher-order cognitive control process for the attainment of a specific goal. There are several subcomponents of executive function, such as inhibition, cognitive shifting, and working memory. Extensive neuroimaging research in adults has revealed that the lateral prefrontal cortex plays an important role in executive function. Developmental studies have reported behavioral evidence showing that executive function changes significantly during preschool years. However, the neural mechanism of executive function in young children is still unclear. This article (...)
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  37. Katrina Karkazis, Rebecca Jordan-Young & Georgiann Davis (2012). Silvia Camporesi, King's College, London and University of California San Francisco. American Journal of Bioethics 12 (8):43.score: 24.0
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  38. Katrina Karkazis & Rebecca Jordan-Young (2013). The Harrison Bergeron Olympics. American Journal of Bioethics 13 (5):66 - 69.score: 24.0
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  39. Alia Al-Saji (2005). Review of Iris Marion Young, On Female Body Experience: &Quot;throwing Like a Girl" and Other Essays. [REVIEW] Notre Dame Philosophical Reviews 2005 (10).score: 21.0
  40. Nina Johannesen (2013). Overflowing Every Idea of Age, Very Young Children as Educators. Studies in Philosophy and Education 32 (3):285-296.score: 21.0
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  41. Edward R. Floyd (2007). Welcher Weg? A Trajectory Representation of a Quantum Young's Diffraction Experiment. Foundations of Physics 37 (9):1403-1420.score: 21.0
    The double slit problem is idealized by simplifying each slit by a point source. A composite reduced action for the two correlated point sources is developed. Contours of the reduced action, trajectories and loci of transit times are developed in the region near the two point sources. The trajectory through any point in Euclidean 3-space also passes simultaneously through both point sources.
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  42. Elke Kleinau (2012). Botany and the Taming of Female Passion: Rousseau and Contemporary Educational Concepts of Young Women. [REVIEW] Studies in Philosophy and Education 31 (5):465-476.score: 21.0
    Central in the analyses of women’s and gender studies within the history of education has been Rousseau’s (Emil oder Über die Erziehung, 12th edn. Ferdinand Schöningh, Paderborn 1762) educational novel Emile, especially Book 5, which deals with the education of Sophie, Emilie’s future spouse. Given the lasting interest in the person of Rousseau and his work, it is astonishing that there is a work by him, that has not been a focus of analysis in studies on the history of education, (...)
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  43. Ann Dowker (2014). Young Children's Use of Derived Fact Strategies for Addition and Subtraction. Frontiers in Human Neuroscience 7.score: 21.0
  44. Heup Young Kim (2008). Ryu Young-Mo's Understanding of Christ. Proceedings of the Xxii World Congress of Philosophy 50:341-349.score: 21.0
    I have been proposing for ‘christo‐dao’ rather than traditional christo-logy or modern christo‐praxis as a more appropriate paradigm for the understanding of Jesus Christ in the new millennium. This christological paradigm shift solicits a radical change of its root-metaphor, from logos (Christ as the incarnate logos) or praxis (Christ as the praxis of God’s reign) to ‘dao’ (Christ as the embodiment of the Dao, the “theanthropocosmic” Way) with a critical new interpretation. For EastAsian Christians, the christological adoption of dao is (...)
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  45. Toben H. Mintz, Elissa L. Newport & Thomas G. Bever (2002). The Distributional Structure of Grammatical Categories in Speech to Young Children. Cognitive Science 26 (4):393-424.score: 21.0
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  46. Ayşenur Ataman, Figen Çok & Tülin Şener (2012). Understanding Civic Engagement Among Young Roma and Young Turkish People in Turkey. Human Affairs 22 (3):419-433.score: 21.0
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  47. Kenneth E. Bailey (1976). God is ...: Dialogues on the Nature of God for Young People. Mandate Press.score: 21.0
     
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  48. E. R. Balken & S. Maurer (1934). Variations in Psychological Measurements Associated with Increased Vitamin B Complex Feeding in Young Children. Journal of Experimental Psychology 17 (1):85.score: 21.0
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  49. Charles L. Goodrick (1973). Maze Learning of Mature-Young and Aged Rats as a Function of Distribution of Practice. Journal of Experimental Psychology 98 (2):344.score: 21.0
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