Results for 'Kenneth A. Weaver'

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  1.  20
    The effects of disposition, situation, and setting on in-group favoritism.Daniel L. Wann, Kenneth A. Weaver & Stephen F. Davis - 1992 - Bulletin of the Psychonomic Society 30 (4):268-270.
  2.  23
    The relationship between interaction levels and impression formation.Daniel L. Wann & Kenneth A. Weaver - 1993 - Bulletin of the Psychonomic Society 31 (6):548-550.
  3.  17
    The use of the PPST and intelligence tests in teacher education programs.Howard Carvajal, Jeffrey Kixmiller, Megan Knapp, Joseph Vitt & Kenneth A. Weaver - 1991 - Bulletin of the Psychonomic Society 29 (2):192-194.
  4.  9
    Healthcare Organizations Should Be Accountable Stewards of Patient Data.Kenneth A. Berkowitz - 2022 - American Journal of Bioethics 22 (7):73-75.
    In the article Privacy and Health Practices in the Digital Age, the authors describe current privacy challenges for digital health data and review the theoretical framework on privacy in the contex...
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  5.  90
    Autism, theory of mind, and the reactive attitudes.Kenneth A. Richman & Raya Bidshahri - 2017 - Bioethics 32 (1):43-49.
    Whether to treat autism as exculpatory in any given circumstance appears to be influenced both by models of autism and by theories of moral responsibility. This article looks at one particular combination of theories: autism as theory of mind challenges and moral responsibility as requiring appropriate experience of the reactive attitudes. In pursuing this particular combination of ideas, we do not intend to endorse them. Our goal is, instead, to explore the implications of this combination of especially prominent ideas about (...)
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  6.  8
    The Ethics of Teaching.Kenneth A. Strike & Jonas F. Soltis - 1985
  7.  40
    Language and Reality: An Introduction to the Philosophy of Language.Kenneth A. Taylor - 1990 - Philosophical Review 99 (2):260.
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  8.  31
    Experimental elicitations of awe: a meta-analysis.Kenneth A. Pérez, Heather C. Lench, Christopher G. Thompson & Sophia North - 2023 - Cognition and Emotion 37 (1):18-33.
    A meta-analytic review of studies that experimentally elicited awe and compared the emotion to other conditions (84; 487 effects; 17,801 participants) examined the degree to which experimentally elicited awe (1) affects outcomes relative to other positive emotions (2) affects experience, judgment, behaviour, and physiology, and (3) differs in its effects if the awe state was elicited through positive or threatening contexts. The efficacy of methods that have been used to experimentally elicit awe and the possibility of assessing changes in the (...)
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  9.  6
    The Ethics of Teaching.Kenneth A. Strike - 2003 - In Randall Curren (ed.), A Companion to the Philosophy of Education. Oxford, UK: Wiley-Blackwell. pp. 509–524.
    This chapter contains sections titled: Orientation Teacher Ethics and the Law The NEA Code of Ethics Teaching with Integrity Citizenship, Civic Norms, and Moral Education Conclusion.
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  10.  7
    Educational Policy and the Just Society.Kenneth A. Strike - 1982 - Urbana [Ill.] : University of Illinois Press.
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  11.  7
    Conceptual Relativism.Kenneth A. Taylor - 2010 - In Steven D. Hales (ed.), A Companion to Relativism. Malden, MA: Wiley-Blackwell. pp. 159–178.
    This chapter contains sections titled: Abstract What is Conceptual Relativism? The Kantian Roots of Conceptual Relativism Epistemology or Metaphysics? Conceptual Relativism and Truth The Scheme and Content Relativized? Davidson Against the Very Idea of a Conceptual Scheme Empirical Sources: Conceptual Relativism in Linguistics and Psychology References.
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  12.  25
    Neither a populist nor a vanguardist be! Respecting the wisdom and will of the people.Kenneth A. Taylor - 2019 - Philosophy and Social Criticism 45 (9-10):1222-1238.
    In this essay, I consider three different conceptions of ‘the people’ and what it means to ‘respect’ their collective will and wisdom: (a) the democratic conception of the people as a sprawling demos, (b) the populist conception of the people as an authentic folk (c) and, finally, the vanguardist conception of the people as the semi-mute masses who stand in need of revolutionary transformation. Although my ultimate aim is to defend the democratic conception of the people over both the populist (...)
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  13.  38
    A context maintenance and retrieval model of organizational processes in free recall.Sean M. Polyn, Kenneth A. Norman & Michael J. Kahana - 2009 - Psychological Review 116 (1):129-156.
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  14.  9
    Interdisciplinary Interpretation: Paul Ricoeur and the Hermeneutics of Theology and Science.Kenneth A. Reynhout - 2013 - Lanham, MD: Lexington Books.
    By appealing to Paul Ricoeur’s view of interpretation as the dialectical process of understanding through explanation, Kenneth A. Reynhout contributes to the growing field of religion and science by developing an alternative understanding of interdisciplinary theology that is fundamentally hermeneutical.
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  15. Consciousness as a Memory System.Andrew E. Budson, Kenneth A. Richman & Elizabeth A. Kensinger - forthcoming - Cognitive and Behavioral Neurology.
    We suggest that there is confusion between why consciousness developed and what additional functions, through continued evolution, it has co-opted. Consider episodic memory. If we believe that episodic memory evolved solely to accurately represent past events, it seems like a terrible system—prone to forgetting and false memories. However, if we believe that episodic memory developed to flexibly and creatively combine and rearrange memories of prior events in order to plan for the future, then it is quite a good system. We (...)
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  16.  5
    Common Schools and Uncommon Conversations: Education, Religious Speech and Public Spaces.Kenneth A. Strike - 2008-10-10 - In Mark Halstead & Graham Haydon (eds.), The Common School and the Comprehensive Ideal. Wiley‐Blackwell. pp. 189–204.
    This chapter contains sections titled: Religious Dialogue in the Public Square Rawls on Public Reason Engagement in the Common Schools References.
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  17.  3
    Is Liberal Education Illiberal? Political Liberalism and Liberal Education.Kenneth A. Strike - 2004 - Philosophy of Education 60:321-329.
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  18.  3
    Adjusting to the Law: The Role of Beliefs in Firms’ Responses to Regulation.Kenneth A. Dubin - 2012 - Politics and Society 40 (3):389-424.
    Firms may find competitive adjustment difficult because they are hamstrung by rigid labor market rules. However, such difficulties may also be caused by conflicts between strategic choices in the management of human capital and the opportunities and limitations created by a given regulatory framework. This latter possibility has been almost totally ignored in the debate regarding the urgency and content of labor market reforms in countries whose labor market institutions have been labeled as “rigid” by international experts. This article uses (...)
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  19. A Reformation Paradox, the Condemned New Testament of the Rostock Brethren of the Common Life.Kenneth A. Strand - 1960
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  20. Children's Defensive Mindset.Kenneth A. Dodge - 2024 - Cambridge University Press.
    The primary psychological process leading aggressive children to grow into dysfunctional adults is a defensive mindset, which encompasses a pattern of deviant social information processing steps, including hypervigilance to threat; hostile attributional biases; psychophysiological reactivity, experience of rage and testosterone release (in males); aggressive problem-solving styles; aggressogenic decision-making biases; and deficient behavioral skills. These processes are acquired in childhood and predict adult maladjustment outcomes, including incarceration and premature death. The antecedents of defensive mindset lie in early childhood experiences of trauma (...)
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  21.  3
    Training to Increase Rater Reliability When Assessing the Quality of Ethics Consultation Records with the Ethics Consultation Quality Assessment Tool (ECQAT).Kenneth A. Berkowitz, Mary Beth Foglia, Barbara L. Chanko, David Alfandre & Robert Allan Pearlman - 2018 - Journal of Clinical Ethics 29 (4):276-284.
    The Ethics Consultation Quality Assessment Tool (ECQAT) establishes standards by which the quality of ethics consultation records (ECRs) can be assessed. These standards relate to the ethics question, consultation-specific information, ethical analysis, and recommendations and/or conclusions, and result in a score associated with one of four levels of ethics consultation quality. For the ECQAT to be useful in assessing and improving the quality of healthcare ethics consultations, individuals who rate the quality of ECRs need to be able to reliably use (...)
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  22.  7
    Rule breaking and political imagination.Kenneth A. Shepsle - 2017 - London: University of Chicago Press.
    “Imagination may be thought of as a ‘work-around.’ It is a resourceful tactic to ‘undo’ a rule by creating a path around it without necessarily defying it.... Transgression, on the other hand, is rule breaking. There is no pretense of reinterpretation; it is defiance pure and simple. Whether imagination or disobedience is the source, constraints need not constrain, ties need not bind.” So writes Kenneth A. Shepsle in his introduction to Rule Breaking and Political Imagination. Institutions are thought to (...)
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  23.  29
    Modeling hippocampal and neocortical contributions to recognition memory: A complementary-learning-systems approach.Kenneth A. Norman & Randall C. O'Reilly - 2003 - Psychological Review 110 (4):611-646.
  24.  5
    On King, Resistance, Faith, and Despair.Kenneth A. Taylor - 2018 - Telos: Critical Theory of the Contemporary 2018 (182):183-194.
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  25. How to Hume a Hegel‐Kant: A Program for Naturalizing Normative Consciousness1.Kenneth A. Taylor - 2015 - Philosophical Issues 25 (1):1-40.
  26. Beyond mind-reading: multi-voxel pattern analysis of fMRI data.Kenneth A. Norman, Sean M. Polyn, Greg J. Detre & James V. Haxby - 2006 - Trends in Cognitive Sciences 10 (9):424-430.
  27.  37
    A neural network model of retrieval-induced forgetting.Kenneth A. Norman, Ehren L. Newman & Greg Detre - 2007 - Psychological Review 114 (4):887-953.
  28.  65
    Autism and Moral Responsibility: Executive Function, Reasons Responsiveness, and Reasons Blockage.Kenneth A. Richman - 2017 - Neuroethics 11 (1):23-33.
    As a neurodevelopmental condition that affects cognitive functioning, autism has been used as a test case for theories of moral responsibility. Most of the relevant literature focuses on autism’s impact on theory of mind and empathy. Here I examine aspects of autism related to executive function. I apply an account of how we might fail to be reasons responsive to argue that autism can increase the frequency of excuses for transgressive behavior, but will rarely make anyone completely exempt from moral (...)
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  29. Names as Devices of Explicit Co-reference.Kenneth A. Taylor - 2015 - Erkenntnis 80 (S2):235-262.
    This essay examines the syntax of names. It argues that names are a syntactically and not just semantically distinctive class of expressions. Its central claim is that names are a distinguished type of anaphoric device—devices of explicit co-reference. Finally it argues that appreciating the true syntactic distinctiveness of names is the key to resolving certain long-standing philosophical puzzles that have long been thought to be of a semantic nature.
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  30.  11
    Schools as Communities: Four Metaphors, Three Models, and a Dilemma or Two.Kenneth A. Strike - 2000 - Journal of Philosophy of Education 34 (4):617-642.
    This paper examines two questions. The first is what it would mean for schools to be communities. This question is pursued by examining four metaphors for community: families, congregations, guilds, and democratic polities. Three models of school communities are then sketched. The second question is whether schools that are communities are inherently illiberal. The paper distinguishes between a liberal interpretation of schools as communities, where schools are viewed as limited-purpose free associations, and a communitarian interpretation where community and polity are (...)
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  31.  24
    Autism, the Social Thinking Curriculum, and moral courage.Kenneth A. Richman - 2015 - Power and Education 7 (3):355-360.
    Michelle Garcia Winner’s Social Thinking Curriculum is widely used by schools across the USA and has garnered attention internationally. The curriculum addresses social language and behavior deficits among those on the autism spectrum. Although many embrace this curriculum without reservation, the emphasis on social conformity, including avoiding behaviors that make others uncomfortable, merits scrutiny. Individuals who have difficulty understanding social cues and conventions can derive tremendous benefit from learning to fit in, for example, or learning what is likely to make (...)
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  32. Toward a naturalistic theory of rational intentionality.Kenneth A. Taylor - 2003 - In Kenneth Allen Taylor (ed.), Reference and the Rational Mind. CSLI Publications.
    This essay some first steps toward the naturalization of what I call rational intentionality or alternatively type II intentionality. By rational or type II intentionality, I mean that full combination of rational powers and content-bearing states that is paradigmatically enjoyed by mature intact human beings. The problem I set myself is to determine the extent to which the only currently extant approach to the naturalization of the intentional that has the singular virtue of not being a non-starter can be aggregated (...)
     
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  33.  44
    Ethics and the Metaphysics of Medicine: Reflections on Health and Beneficence.Kenneth A. Richman - 2004 - MIT Press.
    Definitions of health and disease are of more than theoretical interest. Understanding what it means to be healthy has implications for choices in medical treatment, for ethically sound informed consent, and for accurate assessment of policies or programs. This deeper understanding can help us create more effective public policy for health and medicine. It is notable that such contentious legal initiatives as the Americans with Disability Act and the Patients' Bill of Rights fail to define adequately the medical terms on (...)
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  34.  13
    Common Schools and Uncommon Conversations: Education, Religious Speech and Public Spaces.Kenneth A. Strike - 2007 - Journal of Philosophy of Education 41 (4):693-708.
    This paper discusses the role of religious speech in the public square and the common school. It argues for more openness to political theology than many liberals are willing to grant and for an educational strategy of engagement over one of avoidance. The paper argues that the exclusion of religious debate from the public square has dysfunctional consequences. It discusses Rawls’s more recent views on public reason and claims that, while they are not altogether adequate, they are consistent with engagement. (...)
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  35.  22
    Intensional and Higher-Order Modal Logic, with Applications to Montague Semantics.Kenneth A. Bowen - 1977 - Journal of Symbolic Logic 42 (4):581-583.
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  36.  22
    Fetal Protection in Wisconsin's Revised Child Abuse Law: Right Goal, Wrong Remedy.Kenneth A. Ville & Loretta M. Kopelman - 1999 - Journal of Law, Medicine and Ethics 27 (4):332-342.
    In the summer of 1998, the Wisconsin State legislature amended its child protection laws. Under new child abuse provisions, Wisconsin judges can confine pregnant women who abuse alcohol or drugs for the duration of their pregnancies. South Dakota enacted similar legislation almost simultaneously. The South Dakota statute requires mandatory drug and alcohol treatment for pregnant women who abuse those substances and classifies such activity as child abuse. In addition, the South Dakota legislation gives relatives the power to commit pregnant women (...)
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  37.  51
    Past Trends and Future Directions in Business Ethics and Corporate Responsibility Scholarship.Denis G. Arnold, Kenneth E. Goodpaster & Gary R. Weaver - 2015 - Business Ethics Quarterly 25 (4):v-xv.
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  38. Sex, breakfast, and descriptus interruptus.Kenneth A. Taylor - 2001 - Synthese 128 (1-2):45 - 61.
  39.  18
    Rough Justice: The International Criminal Court in a World of Power Politics, David Bosco , 312 pp., $29.95 cloth.Kenneth A. Rodman - 2015 - Ethics and International Affairs 29 (3):348-350.
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  40.  29
    Improving on effective antiretroviral therapy: how good will a cure have to be?Kenneth A. Freedberg & Paul E. Sax - 2017 - Journal of Medical Ethics 43 (2):71-73.
    Over the past two decades we have seen dramatic improvements in the efficacy, safety and availibity of antiretroviral therapy (ART). In the USA and Europe, life expectancy in people living with HIV disease approaches that of the HIV-uninfected.1 Even in regions hardest hit by the HIV epidemic, effective HIV therapy has reversed more than a decade of HIV-related decreased survival. Despite these advances in ART, motivations to pursue HIV cure remain strong due to the toxicity, adherence challenges, cost and access (...)
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  41.  22
    Quality Assessment of the Ethics Consultation Service at the Organizational Level: Accrediting Ethics Consultation Services.Kenneth A. Berkowitz, Aviva L. Katz, Kathleen E. Powderly & Jeffrey P. Spike - 2016 - American Journal of Bioethics 16 (3):42-44.
  42.  31
    Intervention and the ‘Justice Cascade’: Lessons from the Special Court for Sierra Leone on Prosecution and Civil War.Kenneth A. Rodman - 2015 - Human Rights Review 16 (1):39-58.
    In the ‘Justice Cascade’, Kathryn Sikkink argues that “foreign prosecutions and international tribunals can be cost-effective alternatives to military intervention.” Yet, the successes of the Special Court for Sierra Leone—in prosecuting former Liberian President Charles Taylor and in imposing accountability on the leaders of all armed groups regardless of political alignment—were dependent on a commitment by Western powers and international and regional organizations to a military victory against the rebels in Sierra Leone and coercive regime change in Liberia. The lesson (...)
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  43.  24
    Sign, Sign, Everywhere a Sign!Kenneth A. Taylor - 2007 - Philosophy and Phenomenological Research 75 (3):703-709.
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  44.  51
    Schools as communities: Four metaphors, three models, and a dilemma or two.Kenneth A. Strike - 2000 - Journal of Philosophy of Education 34 (4):617–642.
    This paper examines two questions. The first is what it would mean for schools to be communities. This question is pursued by examining four metaphors for community: families, congregations, guilds, and democratic polities. Three models of school communities are then sketched. The second question is whether schools that are communities are inherently illiberal. The paper distinguishes between a liberal interpretation of schools as communities, where schools are viewed as limited-purpose free associations, and a communitarian interpretation where community and polity are (...)
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  45.  79
    Belief, information and semantic content: A naturalist's lament.Kenneth A. Taylor - 1987 - Synthese 71 (April):97-124.
  46.  11
    Nothing to Fear But Fear Itself: HIV-Infected Physicians and the Law of Informed Consent.Kenneth A. Ville - 1994 - Journal of Law, Medicine and Ethics 22 (2):163-175.
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  47.  5
    Statistical Political Philosophy and Positive Political Theory.Kenneth A. Shepsle - 2010 - In Louis Putterman (ed.), The Rational Choice Controversy. Yale University Press. pp. 213-222.
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  48.  12
    Freedom of Conscience and Illiberal Socialization: The Congruence Argument.Kenneth A. Strike - 1998 - Journal of Philosophy of Education 32 (3):345-360.
    This paper addresses the question of whether the interest liberal societies have in producing liberal citizens gives liberal societies the right to regulate the affairs of illiberal groups. It claims that attempts by Rawls and Galston to make liberalism more “pluralism friendly” by reducing the demands for liberal citizenship fail, and it explores arguments by Amy Gutmann, Susan Moller Okin, Eamonn Callan and Will Kymlicka that support a stronger interest in regulating the socialization practices of illiberal groups. The main conclusion (...)
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  49.  22
    Ethical and value issues in international agricultural research.Kenneth A. Dahlberg - 1988 - Agriculture and Human Values 5 (1-2):101-111.
    Agricultural research raises fundamental ethical and value questions going beyond those in other fields both because of its public funding and because its results have significant impacts on habitats and other species. Questions about the sustainability of modern agriculture, which are shared with other sectors, require us to examine alternative visions and structures. These can be seen to range from status quo preserving ideologies to change-oriented utopias. It is argued that at the national level current ideologies—which include positivistic approaches and (...)
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  50.  13
    Epistemology, Communities and Experts: A Response to Goodwin Liu.Kenneth A. Richman - 1996 - Michigan Journal of Community Service Learning 3 (1):5-12.
    This paper responds to Goodwin Liu's argument in Volume II of this Journal that a pedagogy must be supported by an appropriate theory of knowledge, and that the epistemology which best supports the service-learning pedagogy is anti-foundational pragmatism. The author shows that Liu's characterization of the pragmatist model of knowledge does not avoid the dualism which he sees as a fault of the traditional epistemology. After suggesting a remedy to this, the author then extends Liu's argument by indicating the limits (...)
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