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Dennis T. Olson [4]David L. Olson [3]Douglas P. Olson [2]Douglas Olson [2]

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  1.  31
    Language and thought: Aspects of a cognitive theory of semantics.David R. Olson - 1970 - Psychological Review 77 (4):257-273.
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  2.  13
    Literacy, Language and Learning. The Nature and Consequences of Reading and Writing.David Olson, Nancy Torrance & Angela Hildyard - 1987 - British Journal of Educational Studies 35 (1):95-96.
  3. A Case for Epistemic Agency.Dustin Olson - 2015 - Logos and Episteme 6 (4):449-474.
    This paper attempts to answer two questions: What is epistemic agency? And what are the motivations for having this concept? In response to the first question, it is argued that epistemic agency is the agency one has over one’s belief-forming practices, or doxastic dispositions, which can directly affect the way one forms a belief and indirectly affect the beliefs one forms. In response to the second question, it is suggested that the above conception of epistemic agency is either implicitly endorsed (...)
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  4. Epistemic Progress Despite Systematic Disagreement.Dustin Olson - 2019 - Epistemology and Philosophy of Science 56 (2):77 - 94.
    A number of philosophers argue that because of its history of systematic disagreement, philosophy has made little to no epistemic progress – especially in comparison to the hard sciences. One argument for this conclusion contends that the best explanation for systematic disagreement in philosophy is that at least some, potentially all, philosophers are unreliable. Since we do not know who is reliable, we have reason to conclude that we ourselves are probably unreliable. Evidence of one’s potential unreliability in a domain (...)
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  5.  23
    Towards a psychology of literacy: on the relations between speech and writing.D. R. Olson - 1996 - Cognition 60 (1):83-104.
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  6.  17
    The Mind on Paper: Reading, Consciousness and Rationality.David R. Olson - 2016 - Cambridge University Press.
    Although the importance of literacy is widely acknowledged in society and remains at the top of the political agenda, writing has been slow to establish a place in the cognitive sciences. Olson argues that to understand the cognitive implications of literacy, it is necessary to see reading and writing as providing access to and consciousness of aspects of language, such as phonemes, words and sentences, that are implicit and unconscious in speech. Reading and writing create a system of metarepresentational concepts (...)
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  7.  10
    What writing is.David R. Olson - 2001 - Pragmatics and Cognition 9 (2):239-258.
    Writing bears an uncertain relation to speech. Either it is treated as a largely autonomous medium of communication or it is treated as a simple adjunct, cipher, image or record of speech. This paper offers a compromise arguing that writing exploits a special and distinctive property of speech, namely, that of quotation. Quotation suspends the contextual, deictic, and illocutionary features of ordinary speech to create a quasi-autonomous linguistic form to which normal referential and intentional features of speech no longer apply. (...)
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  8.  38
    The role of concepts in perception and inference.David R. Olson & Janet Wilde Astington - 1993 - Behavioral and Brain Sciences 16 (1):65-66.
  9.  25
    What writing is.David R. Olson - 2001 - Pragmatics and Cognition 9 (2):239-258.
    Writing bears an uncertain relation to speech. Either it is treated as a largely autonomous medium of communication or it is treated as a simple adjunct, cipher, image or record of speech. This paper offers a compromise arguing that writing exploits a special and distinctive property of speech, namely, that of quotation. Quotation suspends the contextual, deictic, and illocutionary features of ordinary speech to create a quasi-autonomous linguistic form to which normal referential and intentional features of speech no longer apply. (...)
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  10. The role of religion in modern societies.Detlef Pollack & Daniel V. A. Olson - 2011 - In Ann Brooks (ed.), Social theory in contemporary Asia. New York, NY: Routledge.
     
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  11. Business Intelligence in Risk Management: Some Recent Progresses.Shu-Heng Chen, David L. Olson & Desheng Dash Wu - 2014 - Information Sciences 256:1-7.
    Risk management has become a vital topic both in academia and practice during the past several decades. Most business intelligence tools have been used to enhance risk management, and the risk management tools have benefited from business intelligence approaches. This introductory article provides a review of the state-of-the-art research in business intelligence in risk management, and of the work that has been actepted for publication in this issue.
     
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  12.  27
    Literacy and the languages of rationality.David R. Olson - 2013 - Pragmatics and Cognition 21 (3):431-447.
    Literacy, specifically the use of writing for rational purposes, adds a new dimension to the traditional problem of the relation between language, thought and rationality. Central to rational thought are the logical relations expressed by such terms as “is”, “or”, “and” and “not”. Whereas some see these concepts as fundamental and innate, it is here argued that such terms exhibit a diverse range of uses in speech and thought but through literacy and education they become explicit objects of thought and (...)
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  13.  19
    Literacy and the languages of rationality.David R. Olson - 2013 - Pragmatics and Cognition 21 (3):431-447.
    Literacy, specifically the use of writing for rational purposes, adds a new dimension to the traditional problem of the relation between language, thought and rationality. Central to rational thought are the logical relations expressed by such terms as “is”, “or”, “and” and “not”. Whereas some see these concepts as fundamental and innate, it is here argued that such terms exhibit a diverse range of uses in speech and thought but through literacy and education they become explicit objects of thought and (...)
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  14.  34
    Writing, the Discovery of Language, and the Discovery of Mind.David R. Olson - 2013 - Dialogue and Universalism 23 (1):9-14.
    In the 1960s claims were made about the role of literacy in restructuring the mind. While those claims were frequently criticized, this paper revives the claim by showing that reading and writing require a new consciousness of properties of language, properties relevant to a distinctive modes of literate thought.
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  15.  95
    Self-Ascription of Intention: Responsibility, Obligation and Self-Control.David R. Olson - 2007 - Synthese 159 (2):297 - 314.
    In the late preschool years children acquire a "theory of mind", the ability to ascribe intentional states, including beliefs, desires and intentions, to themselves and others. In this paper I trace how children's ability to ascribe intentions is derived from parental attempts to hold them responsible for their talk and action, that is, the attempt to have their behavior meet a normative standard or rule. Self-control is children's developing ability to take on or accept responsibility, that is, the ability to (...)
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  16.  31
    Theory of mind in young human primates: Does Heyes's task measure it?Deepthi Kamawar & David R. Olson - 1998 - Behavioral and Brain Sciences 21 (1):122-123.
    Three- to six-year-olds were given Heyes's proposed task and theory of mind tasks. Although they correlated, Heyes's was harder; only 50% of participants with a theory of mind reached a criterion of 75% correct. Because of the complex series of inferences involved in Heyes's task, it is possible that one could have a theory of mind and fail Heyes's version.
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  17.  8
    Minds in the Making: Essays in Honour of David R. Olson.David R. Olson & Janet W. Astington - 2000 - Wiley-Blackwell.
    Written by some of the world's leading academics and professionals in the field, this collection of essays brings together two complementary views on child development - the role of society and the role of cognitive growth.
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  18.  19
    The written representation of negation.David R. Olson - 1997 - Pragmatics and Cognition 5 (2):235-252.
    While negatives are fundamental to the functioning of human languages and while they are acquired extremely early by children, there is some evidence that an aware-ness of the logical and representational functions of negation is late to develop and may depend in part on the invention of notational means for representing it. This hypothesis is explored by reference to the presence or absence of notations for negation in the world's writing systems, the acquisition of notational devices for representing negation by (...)
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  19. Children's acquisition of metalinguistic and metacognitive verbs.David R. Olson & Janet W. Astington - 1986 - In William Demopoulos (ed.), Language Learning and Concept Acquisition: Foundational Issues. Ablex. pp. 184--199.
     
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  20.  39
    Public Opinion, Democratic Legitimacy, and Epistemic Compromise.Dustin Olson - 2021 - In Péter Hartl & Adam Tamas Tuboly (eds.), Science, Freedom, Democracy. New York, Egyesült Államok: Routledge. pp. 158 - 177.
    Using a recent example from US politics as representative of contemporary liberal democracies, this chapter highlights how public opinion is shaped through the exploitation of our epistemic interdependence and partisan bias. Climate change was an important issue leading into the 2010 US mid-term elections. Public opinion on climate change was subject to a number of willfully disseminated distorting influences, having a significant impact on the election’s outcome and subsequent political discourse surrounding climate change policies. One impact of this type of (...)
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  21.  51
    Getting off the Wheel.Patrick Bondy & Dustin Olson - 2015 - Metaphilosophy 46 (4-5):620-637.
    Roderick Chisholm argues that in giving an account of knowledge, we must either begin with an account of what knowledge is, and proceed on that basis to identify the particular things that we know, or else start with instances of knowledge, and proceed on that basis to formulate a definition of knowledge. Either approach begs the question against the other. This is the epistemic wheel. This article responds to Chisholm's challenge. It begins with cases of knowledge attribution and builds its (...)
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  22.  43
    David Christensen and Jennifer Lackey, eds. , The Epistemology of Disagreement: New Essays . Reviewed by.Dustin Olson - 2015 - Philosophy in Review 35 (1):4-6.
  23.  15
    Defining Russell [review of Rosalind Carey and John Ongley, Historical Dictionary of Bertrand Russell’s Philosophy ].Dustin Z. Olson - 2010 - Russell: The Journal of Bertrand Russell Studies 30 (2).
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  24. Alegre, MA, 65 Behl-Chadha, G., 105 Bloom, P., 1 Braine, MDS, 235.P. J. Brooks, L. Casey, G. D'Ydewalle, P. Gordon, M. Imai, G. L. Murphy, D. R. Olson, W. Schaeken, L. B. Smith & X. T. Wang - 1996 - Cognition 60:301.
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  25. Forms of comprehension of texts.A. Hildyard & D. R. Olson - 1982 - In Wayne Otto & Sandra White (eds.), Reading Expository Material. Academic.
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  26. On the structure and meaning of prose text.A. Hildyard & D. R. Olson - 1982 - In Wayne Otto & Sandra White (eds.), Reading Expository Material. Academic. pp. 155--184.
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  27. Performance of seed-caching corvids during color nonmatching.A. C. Kamil, D. J. Olson & R. P. Balda - 1992 - Bulletin of the Psychonomic Society 30 (6):486-486.
     
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  28.  22
    Union Democracy Reexamined.Devin Kelly, Jon Agnone, David Olson & Margaret Levi - 2009 - Politics and Society 37 (2):203-228.
    Trade union leaders serve dual, seemingly contradictory roles. They must command militant organizations in conflicts with employers. Simultaneously, they must be accountable and democratically responsive to their members. Few unions possess the institutions or leadership to accomplish both. This article analyzes the practices of the International Longshore and Warehouse Union, in which effective contract negotiation and an informed, active rank-and-file democracy are mutually supportive. We offer an alternative to standard accounts of union democracy. While the claims are based on a (...)
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  29.  20
    Ancestral experience as a game changer in stress vulnerability and disease outcomes.Gerlinde A. S. Metz, Jane W. Y. Ng, Igor Kovalchuk & David M. Olson - 2015 - Bioessays 37 (6):602-611.
    Stress is one of the most powerful experiences to influence health and disease. Through epigenetic mechanisms, stress may generate a footprint that propagates to subsequent generations. Programming by prenatal stress or adverse experience in parents, grandparents, or earlier generations may thus be a critical determinant of lifetime health trajectories. Changes in regulation of microRNAs (miRNAs) by stress may enhance the vulnerability to certain pathogenic factors. This review explores the hypothesis that miRNAs represent stress‐responsive elements in epigenetic regulation that are potentially (...)
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  30.  15
    Listen, listen, listen and listen: building a comprehension corpus and making it comprehensible.Owen G. Mordaunt & Daniel W. Olson - 2010 - Educational Studies 36 (3):249-258.
    Listening comprehension input is necessary for language learning and acculturation. One approach to developing listening comprehension skills is through exposure to massive amounts of naturally occurring spoken language input. But exposure to this input is not enough; learners also need to make the comprehension corpus meaningful to their learning experience.
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  31.  3
    A Half-Dozen Bold New Ideas for Spreading Capital Ownership.Deborah Groban Olson & Alan Zundel - 2000 - Business Ethics: The Magazine of Corporate Responsibility 14 (5):18-19.
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  32.  18
    A structuralist view of explanation: a critique of Brainerd.David R. Olson - 1978 - Behavioral and Brain Sciences 1 (2):197-199.
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  33. Are transparency and representativeness of values hampering scientific pluralism?Dustin Olson - 2021 - In Péter Hartl & Adam Tamas Tuboly (eds.), Science, Freedom, Democracy. New York, Egyesült Államok: Routledge.
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  34.  27
    Cultural learning and educational process.David R. Olson & Janet Wilde Astington - 1993 - Behavioral and Brain Sciences 16 (3):531-532.
    Tomasello, Kruger & Ratner relate the evolution of social cognition – the understanding of others' minds – to the evolution of culture. Tomasello et al. conceive of the accumulation of culture as the product of cultural learning, a kind of learning dependent upon recognizing others' intentionality. They distinguish three levels of this recognition: of intention (what isxtrying to do), of beliefs (what doesxthink aboutp), and of beliefs about beliefs (what doesxthinkythinks aboutp). They then tie these levels to three discrete forms (...)
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  35. Deuteronomy and the Death of Moses: A Theological Reading.Dennis T. Olson - 1994
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  36. Education: The bridge from culture to mind.D. Olson - 2001 - In David Bakhurst & Stuart Shanker (eds.), Jerome Bruner: language, culture, self. Thousand Oaks, [Calif.]: SAGE. pp. 104--115.
     
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  37.  12
    Improvisation.Douglas P. Olson - 2009 - Hastings Center Report 39 (6):6-.
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  38. In Practice: Improvisation.Douglas P. Olson - forthcoming - Hastings Center Report.
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  39. Introduction to the Mystery of the Church by Benoît-Dominique de La Soujeole, O.P.David Olson - 2016 - The Thomist 80 (2):324-327.
    In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Introduction to the Mystery of the Church by Benoît-Dominique de La Soujeole, O.P.David OlsonIntroduction to the Mystery of the Church. By Benoît-Dominique de La Soujeole, O.P. Trans. by Michael J. Miller. Washington, D.C.: The Catholic University of America Press, 2014. Pp. xxviii + 640. $75.00 (cloth). ISBN: 978-0-8132-2607-1.La Soujeole intends his work to be a textbook in an introductory course in ecclesiology. While this is a review of (...)
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  40.  21
    In what sense does intelligence underlie an intelligent performance?David R. Olson - 1984 - Behavioral and Brain Sciences 7 (2):296-297.
  41.  24
    Literacy, Language and Learning.David R. Olson, Nancy Torrance & Angela Hildyard - 1986 - British Journal of Educational Studies 34 (2):207-208.
  42.  7
    Mind, Brain, and Culture.David Olson - 2004 - In Christina E. Erneling (ed.), The Mind As a Scientific Object: Between Brain and Culture. Oxford University Press. pp. 160.
  43.  7
    Making Sense: What It Means to Understand.David R. Olson - 2022 - Cambridge University Press.
    Understanding, as Descartes, Locke and Kant all insisted, is the primary 'faculty' of the mind; yet our modern sciences have been slow to advance a clear and testable account of what it means to understand, of children's acquisition of this concept and, in particular, how children come to ascribe understanding to themselves and others. By drawing together developmental and philosophical theories, this book provides a systematic account of children's concept of understanding and places understanding at the heart of children's 'theory (...)
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  44.  3
    Page of Stone.D. L. Olson - unknown
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  45. 8 Spatial cognition: the mental.David R. Olson & Ellen Bialystok - 1982 - In B. de Gelder (ed.), Knowledge and Representation. Routledge & Kegan Paul. pp. 121.
  46.  15
    Spatial development.David R. Olson - 1993 - Behavioral and Brain Sciences 16 (2):249-249.
  47.  17
    The Battles in Seattle.David Olson & Margaret Levi - 2000 - Politics and Society 28 (3):309-329.
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  48.  16
    Taxing memory: Writing, memory, and conceptual change.David R. Olson - 1996 - Behavioral and Brain Sciences 19 (1):158-158.
  49.  2
    The Processing of Racial Crisis in America.David J. Olson & Michael Lipsky - 1976 - Politics and Society 6 (1):79-103.
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  50.  25
    Understanding that looking causes knowing.David R. Olson & Bruce Homer - 1996 - Behavioral and Brain Sciences 19 (1):135-135.
    Barresi & Moore provide an impressive account of how the coordination of first and third person information about the self and other could produce an account of intentional relations. They are less explicit as to how the child comes to understand the basic epistemic relation between experience and knowledge, that is, how informational access causes belief. We suggest one route.
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