29 found
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Simon Kemp [15]Stephen Kemp [8]Sandra Kemp [4]Steven M. Kemp [2]
S. J. Kemp [2]S. Kemp [1]
See also:
Profile: Spencer Kemp
Profile: Shai Kemp (Lakehead University)
  1. Stephen Kemp (2003). Rethinking Social Criticism: Rules, Logic and Internal Critique. History of the Human Sciences 16 (4):61-84.
    The ‘cultural turn’ in social thought, and the rise of interpretive modes of social analysis, have raised the issue of how social criticism can legitimately be undertaken given the central role of actors’ understandings in constituting social reality. In this article I examine this issue by exploring debates around Winch’s interpretive approach. I suggest that Winch’s arguments usefully identify problems with external criticism, that is, criticism that attempts to contrast actors’ beliefs with the social world as it really is. However, (...)
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  2.  86
    Stephen Kemp (2003). Response to My Critics. History of the Human Sciences 16 (4):101-105.
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  3.  10
    Stephen Kemp (2005). Saving the Strong Programme? A Critique of David Bloor's Recent Work. Studies in History and Philosophy of Science Part A 36 (4):707-720.
    This article critically appraises David Bloor’s recent attempts to refute criticisms levelled at the Strong Programme’s social constructionist approach to scientific knowledge. Bloor has tried to argue, contrary to some critics, that the Strong Programme is not idealist in character, and it does not involve a challenge to the credibility of scientific knowledge. I argue that Bloor’s attempt to deflect the charge of idealism, which calls on the self-referential theory of social institutions, is partially successful. However, I suggest that although (...)
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  4.  14
    Stephen Kemp & John Holmwood (2003). Realism, Regularity and Social Explanation. Journal for the Theory of Social Behaviour 33 (2):165–187.
    This article explores the difficulties raised for social scientific investigation by the absence of experiment, critically reviewing realist responses to the problem such as those offered by Bhaskar, Collier and Sayer. It suggests that realist arguments for a shift from prediction to explanation, the use of abstraction, and reliance upon interpretive forms of investigation fail to demonstrate that these approaches compensate for the lack of experimental control. Instead, it is argued that the search for regularities, when suitably conceived, provides the (...)
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  5.  7
    Stephen Kemp & John Holmwood (2012). Questioning Contingency in Social Life: Roles, Agreement and Agency. Journal for the Theory of Social Behaviour 42 (4):403-424.
    Structure/agency theories presuppose that there is a unity to structure that distinguishes it from the (potential) diversity of agents' responses. In doing so they formally divide the robust social processes shaping the social world (structure) from contingent agential variation (agency). In this article we question this division by critically evaluating its application to the concept of role in critical realism and structural functionalism. We argue that Archer, Elder-Vass and Parsons all mistakenly understand a role to have a singular structural definition (...)
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  6.  15
    Stephen Kemp (2003). Toward a Monistic Theory of Science: The `Strong Programme' Reconsidered. Philosophy of the Social Sciences 33 (3):311-338.
    This article considers the `Strong Programme' account of scientific knowledge from a fresh perspective. It argues that insufficient attention has been paid to the Strong Programme's monistic intent, that is, its aim to unify considerations of instrumental adequacy and social interests in explanations of the development of scientific knowledge. Although sharing the judgment of many critics that the Strong Programme approach is flawed, the article diverges from standard criticisms by suggesting that the best alternative is not a dualistic framework but (...)
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  7.  4
    William S. Helton, James Head & Simon Kemp (2011). Natural Disaster Induced Cognitive Disruption: Impacts on Action Slips. Consciousness and Cognition 20 (4):1732-1737.
    Previous research has indicated an increase in stress levels and cognitive intrusions after natural disasters. These previous studies have not, however, assessed the impact disaster induced cognitive disruption has on human performance. In the present report, we investigated the impact of the 7.1 magnitude 2010 Christchurch, New Zealand earthquake on self-reported earthquake-induced cognitive disruption and its relationship to performance on the Sustained Attention to Response Task . Participants who self-reported greater cognitive disruption induced by the earthquake also had higher levels (...)
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  8.  2
    Stephen Kemp (2009). Unpredictability and Nonlinearity in Complexity Theory: A Critical Appraisal. Emergence: Complexity and Organization 11 (1).
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  9.  7
    K. T. Strongman & Simon Kemp (1991). Autobiographical Memory for Emotion. Bulletin of the Psychonomic Society 29 (2):195-198.
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  10.  7
    Thomas S. Wallsten, David V. Budescu, Rami Zwick & Steven M. Kemp (1993). Preferences and Reasons for Communicating Probabilistic Information in Verbal or Numerical Terms. Bulletin of the Psychonomic Society 31 (2):135-138.
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  11.  10
    Simon Kemp & Randolph C. Grace (2006). Operant Contingencies and “Near-Money”. Behavioral and Brain Sciences 29 (2):188-188.
    We make two major comments. First, negative reinforcement contingencies may generate some apparent “drug-like” aspects of money motivation, and the operant account, properly construed, is both a tool and drug theory. Second, according to Lea & Webley (L&W), one might expect that “near-money,” such as frequent-flyer miles, should have a stronger drug and a weaker tool aspect than regular money. Available evidence agrees with this prediction. (Published Online April 5 2006).
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  12. Simon Kemp (1990). Medieval Psychology. Greenwood Press.
  13.  10
    Simon Kemp (2012). The Inescapable Metaphor: How Time and Meaning Become Space When We Think About Narrative. Philosophy and Literature 36 (2):391-403.
    At the end of the sixth volume of The Life and Opinions of Tristram Shandy, Laurence Sterne’s irremediably digressive narrator looks back over the story he has told so far. He presents to the reader five horizontal lines drawn on the page, each of which is the line taken by the narrative in one of the preceding five volumes of the novel.1 Each of the lines is interrupted at intervals by a series of fantastical loops and squiggles, darting forward or (...)
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  14.  15
    S. Kemp (2012). Interests and Structure in Dualist Social Theory: A Critical Appraisal of Archer's Theoretical and Empirical Arguments. Philosophy of the Social Sciences 42 (4):489-510.
    This article evaluates the structural conception of interests developed by Margaret Archer as part of her dualist version of critical realism. It argues that this structural analysis of interests is untenable because, first, Archer’s account of the causal influence of interests on agents is contradictory and, second, Archer fails to offer a defensible account of her claim that interests influence agents by providing reasons for action. These problems are explored in relation to Archer’s theoretical and empirical work. I argue for (...)
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  15.  16
    Randolph C. Grace & Simon Kemp (2005). What Does the Ultimatum Game Mean in the Real World? Behavioral and Brain Sciences 28 (6):824-825.
    The predictive validity of the ultimatum game (UG) for cross-cultural differences in real-world behavior has not yet been established. We discuss results of a recent meta-analysis (Oosterbeek et al 2004), which examined UG behavior across large-scale societies and found that the mean percent offers rejected was positively correlated with social expenditure.
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  16.  9
    S. J. Kemp (2012). Constructivist Criteria for Organising and Designing Educational Research: How Might an Educational Research Inquiry Be Judged From a Constructivist Perspective? Constructivist Foundations 8 (1):118-125.
    Context: Ernst von Glasersfeld’s radical constructivism has been very influential in education, particularly in mathematics and science education. Problem: There is limited guidance available for educational researchers who wish to design research that is consistent with constructivist thinking. Von Glasersfeld’s radical constructivism, together with the theoretical perspectives outlined by constructivist educational researchers such as Guba and Lincoln, can be considered as a source of guidance. Method: The paper outlines a constructivist knowledge framework that could be adopted for educational research. The (...)
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  17.  2
    Simon Kemp (1983). Reaction Time to the Start and End of Noise as a Function of Rise-Decay Time. Bulletin of the Psychonomic Society 21 (3):195-198.
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  18.  5
    Simon Kemp & Christopher D. van der Krogt (1985). Effect of Visibility of the Loci on Recall Using the Method of Loci. Bulletin of the Psychonomic Society 23 (3):202-204.
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  19.  4
    Randolph C. Grace & Simon Kemp (2013). Quantum Probability and Comparative Cognition. Behavioral and Brain Sciences 36 (3):287-287.
    Evolution would favor organisms that can make recurrent decisions in accordance with classical probability (CP) theory, because such choices would be optimal in the long run. This is illustrated by the base-rate fallacy and probability matching, where nonhumans choose optimally but humans do not. Quantum probability (QP) theory may be able to account for these species differences in terms of orthogonal versus nonorthogonal representations.
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  20.  4
    Simon Kemp (1988). Magnitude Estimation of the Utility of Nonmonetary Items. Bulletin of the Psychonomic Society 26 (6):544-547.
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  21.  3
    Simon Kemp (1985). The Effect of Duration on the Relative Detectability of Brief Tonal Bursts and Gaps in the Tone. Bulletin of the Psychonomic Society 23 (6):497-499.
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  22.  2
    Joana Arantes, Randolph C. Grace & Simon Kemp (2013). Press Freedom, Oil Exports, and Risk for Natural Disasters: A Challenge for Climato-Economic Theory? Behavioral and Brain Sciences 36 (5):483-483.
    Does the interaction between climactic demands, monetary resources, and freedom suggest a more general relationship between the environmental challenges that human societies face and their resources to meet those challenges? Using data on press freedom (Van de Vliert 2011a), we found no evidence of a similar interaction with natural resources (as measured by oil exports) or risk for natural disasters.
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  23.  4
    Sandra Kemp (1998). The Archive on Which the Sun Never Sets: Rudyard Kipling. History of the Human Sciences 11 (4):33-48.
    In 'No Apocalypse. Not Now' Derrida claims that 'literature produces its referent as a fictive or fabulous referent, which is itself dependent on the possibility of archivising...'. Taking the Kipling archive as its point of reference, this article considers the claims involved in the idea of a literary archive (with its appeals to authority, intention, origin, propri ety). In view of the continuing fascination with the details and events of Kipling's life (the interweaving of his public and private self, and (...)
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  24.  7
    David A. Eckerman & Steven M. Kemp (2001). Selection: Unexplored and Underexplored Realms. Behavioral and Brain Sciences 24 (3):536-537.
    A profound problem in viewing operant learning as selection appears to be the identification of replicators. Given the lack of consensus on what constitutes the appropriate unit of analysis for behavior, there may be multiple levels at which the metaphor of selection may be usefully applied. A final difficulty: The elements of selection in the evolution of species are objects. In behavior, they are events.
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  25.  4
    Stephen Kemp (2007). Concepts, Anomalies and Reality: A Response to Bloor and Fehér. Studies in History and Philosophy of Science Part A 38 (1):241-253.
    In this article I respond to the defences of the Strong Programme put forward by David Bloor and Márta Fehér in this issue. I dispute the claim that it is attention to only limited parts of the Strong Programme framework that allows me to argue that this approach: leads to weak idealism, undermines the idea that theories have varying levels of instrumental success, and challenges the theoretical claims of scientific actors. Rather, I argue that these problematic positions are entailed by (...)
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  26. Simon Kemp (1996). Cognitive Psychology in the Middle Ages. Greenwood Press.
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  27. Sandra Kemp & Judith Squires (eds.) (1998). Feminisms. Oxford University Press.
    Spanning nearly two decades, from 1980 to 1996, this Reader investigates the debates which have best characterized feminist theory. Including such articles as Pornography and Fantasy, The Body and Cinema, Nature as Female, and A Manifesto for Cyborgs, the extracts examine thoughts on sexualtiy as a domain of exploration, the visual representation of women, what being a feminist means, and why feminists are increasingly involved in political struggles to negotiate the context and meaning of technological development. With writings by bell (...)
     
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  28.  8
    Sandra Kemp & Paola Bono (eds.) (1993). The Lonely Mirror: Italian Perspectives on Feminist Theory. Routledge.
    Introduction Without a leg to stand on Sandra Kemp and Paola Bono The project that became The Lonely Mirror had been to edit an international collection of ...
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  29. S. J. Kemp & G. Day (2014). Teaching Medical Humanities in the Digital World: Affordances of Technology-Enhanced Learning. Medical Humanities 40 (2):125-130.
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