Search results for 'Robert C. Mathews' (try it on Scholar)

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  1. Ron Sun & Robert C. Mathews (2012). Implicit Cognition, Emotion, and Meta-Cognitive Control. Mind and Society 11 (1):107-119.score: 870.0
    The goal of this research is to understand the interaction of implicit and explicit psychological processes in dealing with emotional distractions and meta-cognitive control of such distractions. The questions are how emotional and meta-cognitive processes can be separated into implicit and explicit components, and how such a separation can be utilized to improve self-regulation of emotion, which can have significant theoretical and practical implications.
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  2. Robert C. Mathews & Ron Sun, Effects of Model-Based and Memory-Based Processing on Speed and Accuracy of Grammar String Generation.score: 870.0
    Learners are able to use 2 different types of knowledge to perform a skill. One type is a conscious mental model, and the other is based on memories of instances. The authors conducted 3 experiments that manipulated training conditions designed to affect the availability of 1 or both types of knowledge about an artificial grammar. Participants were tested for both speed and accuracy of their ability to generate letter sequences. Results indicate that model-based training leads to slow accurate responding. Memorybased (...)
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  3. Ron Sun, Sean M. Lane & Mathews & C. class='Hi'>Robert (2009). The Two Systems of Learning: An Architectural Perspective. In Jonathan Evans & Keith Frankish (eds.), In Two Minds: Dual Processes and Beyond. Oup Oxford.score: 870.0
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  4. Walter Emil Kaegi (1984). Nina G. Garsoïan, Thomas F. Mathews, and Robert W. Thomson, Eds., East of Byzantium: Syria and Armenia in the Formative Period. Dumbarton Oaks Symposium 1980. Washington, D.C.: Dumbarton Oaks, 1982. Pp. Xii, 222; 60 Black-and-White Illustrations. $35. [REVIEW] Speculum 59 (2):473-474.score: 405.0
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  5. Karen Rose Mathews (2006). Heather Ecker, Caliphs and Kings: The Art and Influence of Islamic Spain. Selections From the Hispanic Society of America, New York. Washington, D.C.: Freer Gallery of Art and Arthur M. Sackler Gallery, Smithsonian Institution, 2004. Pp. Xiv, 178; 89 Color Figures and Many Black-and-White Figures. $35. Distributed by University of Washington Press, P.O. Box 50096, Seattle, WA 98145. [REVIEW] Speculum 81 (1):180-181.score: 360.0
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  6. Karen Rose Mathews (2004). C. S. Drake, The Romanesque Fonts of Northern Europe and Scandinavia. Woodbridge, Eng., and Rochester, N.Y.: Boydell and Brewer, 2002. Pp. Xviii, 213 Plus 383 Black-and-White Plates; 25 Black-and-White Figures. $155. [REVIEW] Speculum 79 (1):171-173.score: 360.0
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  7. Karen Rose Mathews (2013). Sherry C. M. Lindquist, Ed., The Meanings of Nudity in Medieval Art. Farnham, UK: Ashgate, 2012. Pp. Xx, 354; 149 Black-and-White Figures and 8 Color Figures. $134.95. ISBN: 9781409422846. [REVIEW] Speculum 88 (4):1125-1127.score: 360.0
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  8. Alan C. Regenberg & Debra J. H. Mathews (2005). Resisting the Tide of Professionalization: Valuing Diversity in Bioethics. American Journal of Bioethics 5 (5):44 – 45.score: 280.0
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  9. Robert Mathews & Ron Sun, The Symposium on the Synergy Between Implicit and Explicit Learning Processes.score: 240.0
    Implicit processes are thought to be relatively fast, inaccessible, holistic, and imprecise, while explicit processes are slow, accessible and precise (e.g., Reber, 1989, Sun 2002). This dichotomy is closely related to some other well-known dichotomies including symbolic versus subsymbolic processing (Rumelhart et al., 1986), conceptual versus subconceptual processing (Smolensky, 1988), and conscious versus unconscious processing (Jacoby et al., 1994). This dichotomy has been justified by extensive studies of implicit and explicit learning, implicit and explicit memory, and implicit versus explicit metacognition (...)
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  10. Ron Sun, Xi Zhang & Robert Mathews, Modeling Meta-Cognition in a Cognitive Architecture.score: 240.0
    This paper describes how meta-cognitive processes (i.e., the self monitoring and regulating of cognitive processes) may be captured within a cognitive architecture Clarion. Some currently popular cognitive architectures lack sufficiently complex built-in meta-cognitive mechanisms. However, a sufficiently complex meta-cognitive mechanism is important, in that it is an essential part of cognition and without it, human cognition may not function properly. We contend that such a meta-cognitive mechanism should be an integral part of a cognitive architecture. Thus such a mechanism has (...)
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  11. Hugh C. Blodgett, Kenneth McCutchan & Ravenna Mathews (1949). Spatial Learning in the T-Maze: The Influence of Direction, Turn, and Food Location. Journal of Experimental Psychology 39 (6):800.score: 240.0
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  12. Andrew Mathews & Robert Milroy (1994). Processing of Emotional Meaning in Anxiety. Cognition and Emotion 8 (6):535-553.score: 240.0
  13. M. C. Mathews (1988). How Society Whitewashes Corporate Crime. Business and Society Review 65:48-50.score: 240.0
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  14. A. Mathews & C. MacLeod (2002). Induced Emotional Biases Have Causal Effects on Anxiety. Cognition and Emotion 16:310-315.score: 240.0
  15. M. C. Mathews (1987). Whistleblowing: Acts of Courage Are Often Discouraged. Business and Society Review 63:40-44.score: 240.0
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  16. Anne Miles, Sanne Voorwinden, Andrew Mathews, Laura C. Hoppitt & Jane Wardle (2009). Cancer Fear and the Interpretation of Ambiguous Information Related to Cancer. Cognition and Emotion 23 (4):701-713.score: 240.0
  17. Freya Mathews (2010). A Contemporary Metaphysical Controversy. Sophia 49 (2):231-236.score: 120.0
    I argue that a metaphysical controversy, comparable with the ‘pantheism controversy’ of the late 18th century, is being played out today in the world-wide clash between religion and science, in which one side adheres to a strict materialism and the other admits phenomena of inspiritment as having a place in ontology. Just as the pantheism controversy was resolved, to some degree, via the concept of panentheism, so the solution to the contest between science and religion today might be pointing us (...)
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  18. William R. Douglas (1971). Biochemistry Bacteriophage Biochemistry C. K. Mathews. Bioscience 21 (21):1102-1102.score: 120.0
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  19. D. Rowe (2000). The Problem of Mental Deficiency: Eugenics, Democracy and Social Policy in Britain, C 1870-1959: Mathew Thomson, Oxford, Oxford University Press, 1998, 351pages, US$90.00. [REVIEW] Journal of Medical Ethics 26 (1):78-a-79.score: 40.0
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  20. Michael Bergmann & Patrick Kain (eds.) (2014). Challenges to Moral and Religious Belief: Disagreement and Evolution. Oxford University Press.score: 27.0
    Challenges to Moral and Religious Belief contains fourteen original essays by philosophers, theologians, and social scientists on challenges to moral and religious belief from disagreement and evolution. Three main questions are addressed: Can one reasonably maintain one's moral and religious beliefs in the face of interpersonal disagreement with intellectual peers? Does disagreement about morality between a religious belief source, such as a sacred text, and a non-religious belief source, such as a society's moral intuitions, make it irrational to continue trusting (...)
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  21. Paul J. Archambault, J. Brian Benestad, Christopher Bruell, Timothy Burns, Frederick J. Crosson, Robert Faulkner, Marc D. Guerra, Thomas S. Hibbs, Alfred L. Ivry, Douglas Kries, Fr Mathew L. Lamb, Marc A. LePain, David Lowenthal, Harvey C. Mansfield, Paul W. McNellis & S. J. Susan Meld Shell (2002). Gladly to Learn and Gladly to Teach: Essays on Religion and Political Philosophy in Honor of Ernest L. Fortin, A.A. Lexington Books.score: 27.0
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  22. Paul J. Archambault, J. Brian Benestad, Christopher Bruell, Timothy Burns, Frederick J. Crosson, Robert Faulkner, Marc D. Guerra, Thomas S. Hibbs, Alfred L. Ivry, Douglas Kries, Fr Mathew L. Lamb, Marc A. LePain, David Lowenthal, Harvey C. Mansfield, Paul W. McNellis & Susan Meld Shell (2002). Gladly to Learn and Gladly to Teach: Essays on Religion and Political Philosophy in Honor of Ernest L. Fortin, A.A. Lexington Books.score: 27.0
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  23. I. C. Tipton (ed.) (1977). Locke on Human Understanding: Selected Essays. Oxford University Press.score: 12.0
    Wall, G. Locke's attack on innate knowledge.--Harris, J. Leibniz and Locke on innate ideas.--Greenlee, D. Locke's idea of idea.--Aspelin, G. Idea and perception in Locke's essay.--Greenlee, D. Idea and object in the essay.--Mathews, H. E. Locke, Malebranche and the representative theory.--Alexander, P. Boyle and Locke on primary and secondary qualities.--Ayers, M. R. The ideas of power and substance in Locke's philosophy.--Allison, H. E. Locke's theory of personal identity.--Kretzmann, N. The main thesis of Locke's semantic theory.--Woozley, A. D. Some remarks (...)
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  24. C. Harrison (2004). Mathewes, Evil and the Augustinian Tradition. Studies in Christian Ethics 17 (1):118-119.score: 12.0
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  25. A. Mathew Thomas, Gene Cohen, Robert M. Cook-Deegan, Joan O'sullivan, Stephen G. Post, Allen D. Roses, Kenneth F. Schaffner & Ronald M. Green (1998). Alzheimer Testing at Silver Years. Cambridge Quarterly of Healthcare Ethics 7 (3):294-307.score: 8.0
    Early last year, the GenEthics Consortium (GEC) of the Washington Metropolitan Area convened at George Washington University to consider a complex case about genetic testing for Alzheimer disease (AD). The GEC consists of scientists, bioethicists, lawyers, genetic counselors, and consumers from a variety of institutions and affiliations. Four of the 8 co-authors of this paper delivered presentations on the case. Supplemented by additional ethical and legal observations, these presentations form the basis for the following discussion.
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  26. Samuel Bowles, Robert Boyd, Sarah Mathew & Peter J. Richerson (2012). The Punishment That Sustains Cooperation is Often Coordinated and Costly. Behavioral and Brain Sciences 35 (1):20 - 21.score: 8.0
    Experiments are not models of cooperation; instead, they demonstrate the presence of the ethical and other-regarding predispositions that often motivate cooperation and the punishment of free-riders. Experimental behavior predicts subjects' cooperation in the field. Ethnographic studies in small-scale societies without formal coercive institutions demonstrate that disciplining defectors is both essential to cooperation and often costly to the punisher.
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  27. Gervase Mathew & C. Mango (1965). Materials for the Study of the Mosaics of St Sophia at Istanbul. Journal of Hellenic Studies 85:252.score: 8.0
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  28. Stephen R. Carpenter, E. Virginia Armbrust, Peter W. Arzberger, F. Stuart Chapin, James J. Elser, Edward J. Hackett, Anthony R. Ives, Peter M. Kareiva, Mathew A. Leibold, Per Lundberg, Marc Mangel, Nirav Merchant, William W. Murdoch, Margaret A. Palmer, Debra P. C. Peters, Steward T. A. Pickett, Kathleen K. Smith, Diana H. Wall & Ann S. Zimmerman (2009). Accelerate Synthesis in Ecology and Environmental Sciences. Bioscience 59 (8):699-701.score: 8.0
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  29. Robert L. Solso, Mathew Heck & Curt Mearns (1993). Prototype Formation in Very Short-Term Memory. Bulletin of the Psychonomic Society 31 (3):185-188.score: 8.0
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  30. T. C. Mathew & K. A. Thomas (2004). The Business of Education and Ethical Quest. Journal of Dharma 29 (4):437-448.score: 8.0
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  31. Robert Boyd, Supporting Information: Punishment Sustains Large-Scale Cooperation in Pre-State Warfare.score: 4.0
    The data were collected during 9.5 months of field work by Sarah Mathew from 2008– 2010. Participants were a representative sample of adult men reliant on nomadic pastoralism for their livelihood. We recruited them in a town close to the ethnic border frequented by nomadic Turkana who live in the surrounding 50 km radius. Recruitment was done with the help of trained local Turkana research assistants. The RA approached potential participants, briefly introduced them to the study, and then asked them (...)
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