Results for 'Elizabeth M. Woodburn'

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  1.  68
    Emotion Knowledge, Emotion Utilization, and Emotion Regulation.Carroll E. Izard, Elizabeth M. Woodburn, Kristy J. Finlon, E. Stephanie Krauthamer-Ewing, Stacy R. Grossman & Adina Seidenfeld - 2011 - Emotion Review 3 (1):44-52.
    This article suggests a way to circumvent some of the problems that follow from the lack of consensus on a definition of emotion (Izard, 2010; Kleinginna & Kleinginna, 1981) and emotion regulation (Cole, Martin, & Dennis, 2004) by adopting a conceptual framework based on discrete emotions theory and focusing on specific emotions. Discrete emotions theories assume that neural, affective, and cognitive processes differ across specific emotions and that each emotion has particular motivational and regulatory functions. Thus, efforts at regulation should (...)
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  2.  19
    Extending Emotion Science to the Study of Discrete Emotions in Infants.Carroll E. Izard, Elizabeth M. Woodburn & Kristy J. Finlon - 2010 - Emotion Review 2 (2):134-136.
    Many emotion researchers would probably agree that at least some aspects of discrete emotions are evolutionarily conserved (e.g., the sensation/feeling component cannot be learned). Such agreement probably extends to the notion that aspects of emotions emerge in ontogeny as a function of developmental, learning, and cultural processes. Determining when and under what circumstances they emerge seems largely a matter for empirical research, though theories differ in their predictions and in the way they describe the relevant emotional-, cognitive-, and neuro-developmental processes.
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  3.  66
    ‘Saints and Heroes’: Elizabeth M. Pybus.Elizabeth M. Pybus - 1982 - Philosophy 57 (220):193-199.
    In his article ‘Saints and Heroes’, Urmson argues that traditional moral theories allow at most for a threefold classification of actions in terms of their worth, and that they are therefore unsatisfactory. Since the conclusion of his argument has led to the widespread use of the term ‘acts of supererogation’, and since I do not believe that such acts exist, I propose to argue that the actions with which he is concerned not only can, but should, be contained within the (...)
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  4. Colin MacLeod Elizabeth M. Rutherford University of Western Australia.Elizabeth M. Rutherford - 1998 - In K. Kirsner & G. Speelman (eds.), Implicit and Explicit Mental Processes. Lawrence Erlbaum. pp. 233.
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  5.  12
    False Dichotomies: Right and Good: Elizabeth M. Pybus.Elizabeth M. Pybus - 1983 - Philosophy 58 (223):19-27.
    A misleading and apparently addictive practice is now prevalent in discussions of philosophy in general, and moral philosophy in particular. This is the habit of dichotomizing. We are led to believe that we have to choose between reason and sentiment as the basis of morality, that facts and values are to be found on either side of an unbridgeable gulf, and so on. This practice is harmful because it leads philosophers to take sides in unnecessary conflicts which cannot be won (...)
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  6.  22
    The Development of Ordinal Numerical Knowledge in Infancy.Elizabeth M. Brannon - 2002 - Cognition 83 (3):223-240.
  7. Number Bias for the Discrimination of Large Visual Sets in Infancy.Elizabeth M. Brannon, Sara Abbott & Donna J. Lutz - 2004 - Cognition 93 (2):B59-B68.
  8. Saints and Heroes.Elizabeth M. Pybus - 1982 - Philosophy 57 (220):193 - 199.
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  9. The Evolution and Ontogeny of Ordinal Numerical Ability.Elizabeth M. Brannon & Herbert S. Terrace - 2002 - In Marc Bekoff, Colin Allen & Gordon M. Burghardt (eds.), The Cognitive Animal: Empirical and Theoretical Perspectives on Animal Cognition. MIT Press. pp. 197--204.
     
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  10.  18
    On Comparative Religious Ethics as a Field of Study.Elizabeth M. Bucar & Aaron Stalnaker - 2014 - Journal of Religious Ethics 42 (2):358-384.
    This essay is a critical engagement with recent assessments of comparative religious ethics by John Kelsay and Jung Lee. Contra Kelsay's proposal to return to a neo-Weberian sociology of religious norm elaboration and justification, the authors argue that comparative religious ethics is and should be practiced as a field of study in active conversation with other fields that consider human flourishing, employing a variety of methods that have their roots in multiple disciplines. Cross-pollination from a variety of disciplines is a (...)
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  11.  20
    The Role of Future Unpredictability in Human Risk-Taking.Elizabeth M. Hill, Lisa Thomson Ross & Bobbi S. Low - 1997 - Human Nature 8 (4):287-325.
  12.  32
    Methodological Invention as a Constructive Project: Exploring the Production of Ethical Knowledge Through the Interaction of Discursive Logics.Elizabeth M. Bucar - 2008 - Journal of Religious Ethics 36 (3):355-373.
    This article reflects one scholar's attempt to locate herself within emerging ethical methodologies given a specific concern with cross-cultural women's moral praxis. The field of comparative ethics's debt to past debates over methodology is considered through a typology of three waves of methodological invention. The article goes on to describe a specific research focus on U.S. Catholic and Iranian Shii women that initiated a search for a distinct method. This method of comparative ethics, which focuses on the production of ethical (...)
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  13.  11
    The Ethics of Visual Culture.Elizabeth M. Bucar - 2016 - Journal of Religious Ethics 44 (1):7-16.
    To introduce this set of essays on visual ethics, I address the conceptual and methodological contours, as well as difficult theoretical questions, that might emerge with a visual turn in religious ethics. In addition I situate the work represented in this focus issue within ongoing conversations about moral perception, culture as a topic of normative analysis, and the various roles of visual culture in the moral life.
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  14.  42
    Improving Arithmetic Performance with Number Sense Training: An Investigation of Underlying Mechanism.Joonkoo Park & Elizabeth M. Brannon - 2014 - Cognition 133 (1):188-200.
  15.  16
    Evaluating the Relationship Between Change in Performance on Training Tasks and on Untrained Outcomes.Elizabeth M. Zelinski, Kelly D. Peters, Shoshana Hindin, Kevin T. Petway & Robert F. Kennison - 2014 - Frontiers in Human Neuroscience 8.
  16.  21
    Mechanisms of Moral Disengagement in the Endorsement of Asylum Seeker Policies in Australia.Elizabeth M. Greenhalgh, Susan E. Watt & Nicola S. Schutte - 2015 - Ethics and Behavior 25 (6):482-499.
    Moral disengagement is a process whereby the self-regulatory mechanisms that would otherwise sanction unethical conduct can be selectively disabled. The present research proposed that moral disengagement might be adopted in the endorsement of asylum seeker policies in Australia, and in order to test this, a scale was developed and was validated in two studies. Factor analysis demonstrated that a 2-factor, 16-item structure had the best fit, and the construct validity of the scale was supported. Results provide evidence for the use (...)
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  17.  9
    Euripides and the Tragic Tradition.Elizabeth M. Craik & A. N. Michelini - 1990 - Journal of Hellenic Studies 110:221-221.
  18.  3
    Labor Market Gender Inequality in Minority Groups.Elizabeth M. Almquist - 1987 - Gender and Society 1 (4):400-414.
    Women's small share of professional and managerial occupations compared with their share of the total labor force is examined for the 11 largest racial and ethnic minorities in the United States. Gender-related characteristics—women's labor force participation rates, marital status, and the sex ratio—influence women's share of the top jobs, as do class and ethnic variables such as place of birth, population size, and class of worker. Labor market gender inequality is greatest among the smaller, more affluent minorities, many of whom (...)
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  19.  40
    Narrative in Drama: The Art of the Euripidean Messenger-Speech. [REVIEW]Elizabeth M. Craik - 1992 - The Classical Review 42 (2):431-432.
  20.  12
    Re-Imagining Learning Through Art as Experience: An Aesthetic Approach to Education for Life.Elizabeth M. Grierson - 2017 - Educational Philosophy and Theory 49 (13):1246-1256.
    This paper investigates what it may mean to re-imagine learning through aesthetic experience with reference to John Dewey’s Art as Experience. The discussion asks what learning might look like when aesthetic experience takes centre stage in the learning process. It investigates what Dewey meant by art as experience and aesthetic experience. Working with Dewey as a philosopher of reconstruction of experience, the discussion examines responses to poetic writings and communication in learning situations. In seeking to discover what poetic writing does (...)
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  21.  22
    Secular Fashion, Religious Dress, and Modest Ambiguity: The Visual Ethics of Indonesian Fashion‐Veiling.Elizabeth M. Bucar - 2016 - Journal of Religious Ethics 44 (1):68-91.
    This essay offers resources for the development of visual ethics by exploring Islamic fashion-veiling in one context: contemporary Indonesia. After providing a methodological framework and historical background for the case study, the moral discourse of two aesthetic authorities is discussed via a fashion blogger and print advice literature. The essay identifies how the practice of fashion-veiling generates norms, what is defined as morally valuable in this practice and why, and how this practice both offers opportunities for the critique and the (...)
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  22. Telomeres.Elizabeth M. Blackburn, Carol W. Greider, Dorothy E. Shippen & Meni Melek - 1997 - Bioessays 19 (3):268-269.
     
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  23.  18
    What Makes a Movement a Gesture?Miriam A. Novack, Elizabeth M. Wakefield & Susan Goldin-Meadow - 2016 - Cognition 146:339-348.
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  24.  32
    Two Lost Plays of Euripides. [REVIEW]Elizabeth M. Craik - 1988 - The Classical Review 38 (2):399-400.
  25.  28
    Credo: Banque de Données: Cultures Et Religions Antiques. 7 Vols. Pp. 34 (Introduction Méthodologique) + Appendices [Pp. 97 + 97 (Liste des Revues Dépouillées), Pp. 174 + 46 + 42 (Thésaurus des Auteurs Antiques), Pp. 164 + 169, 1–394, 395–762 (Thésaurus Thématique I, 1, 2, II, 1 A–J, II, 2 K–Z), Pp. 40 (Guide d'Interrogation), Guide d'Indexation, Not Numbered]. Lille: Université de Lille III, 1987. Paper. [REVIEW]Elizabeth M. Craik - 1989 - The Classical Review 39 (2):402-403.
  26.  53
    Kant and the Maltreatment of Animals.Elizabeth M. Pybus & Alexander Broadie - 1978 - Philosophy 53 (206):560 - 561.
    In Philosophy 51, October 1976, 471–472, Professor Tom Regan takes ud to task for our attack on Kant's theory concerning the moral status of animals. The ground of Regan's criticism is that ‘… it is clear that Kant does not suppose, as… Broadie and Pybus erroneously assume that he does, that the concept of maltreating an animal, on the one hand, and, on the other, the concept of using an animal as a means, are the same or logically equivalent concepts’ (...)
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  27. Children Integrate Speech and Gesture Across a Wider Temporal Window Than Speech and Action When Learning a Math Concept.Elizabeth M. Wakefield, Cristina Carrazza, Naureen Hemani-Lopez, Kristin Plath & Susan Goldin-Meadow - 2021 - Cognition 210:104604.
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  28.  20
    Attitudes of Women of Reproductive Age to in Vitro Fertilization and Embryo Research.Elizabeth M. Alder, David T. Baird, Martin M. Lees, Dennis W. Lincoln, Nancy B. Loudon & Allan A. Templeton - 1986 - Journal of Biosocial Science 18 (2):155-167.
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  29.  11
    Διπλουσ Μυθοσ.Elizabeth M. Craik - 1970 - Classical Quarterly 20 (1):95-101.
    Aristotle'sPoeticsis a treatise notoriously difficult to understand, largely because of Aristotle's treatment of his theme, with its elliptical thought and loose terminology, but also because Aristotle's influence on subsequent drama and criticism makes it difficult to isolate the original thought from subsequent attempts at implementation or interpretation. However, as Aristotle devotes most of his treatise to tragedy—despite the wider subject he professes—and in discussing tragedy deals most extensively with plot, his views on the tragic plot should be reasonably clear. The (...)
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  30.  45
    Space, Time, and Number: A Kantian Research Program.Stanislas Dehaene & Elizabeth M. Brannon - 2010 - Trends in Cognitive Sciences 14 (12):517-519.
  31.  32
    On Behalf of the Unhappy Reader: A Response to Lee F. Werth.Elizabeth M. Kraus - 1979 - Process Studies 9 (3-4):125-133.
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  32.  40
    Evolution.Elizabeth M. Kraus - 1987 - Thought: Fordham University Quarterly 62 (2):205-219.
  33. The Concept of Evenness/Unevenness: Less Evenness or More Unevenness?Elizabeth M. Gillet & Hans-Rolf Gregorius - 2021 - Acta Biotheoretica 70 (1).
    While evenness is understood to be maximal if all types are represented equally, its opposite, maximal unevenness, either remains conceptually in the dark or is conceived as the type distribution that minimizes the applied evenness index. The latter approach, however, frequently leads to conceptual inconsistency due to the fact that the minimizing distribution is not specifiable or is monomorphic. The state of monomorphism, however, is indeterminate in terms of its evenness/unevenness characteristics. Indeed, the semantic indeterminacy also shows up in the (...)
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  34.  11
    Frogs Without Polliwogs: Evolution of Anuran Direct Development.Elizabeth M. Callery, Hung Fang & Richard P. Elinson - 2001 - Bioessays 23 (3):233-241.
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  35.  2
    Special Issue on Elwyn Richardson.Elizabeth M. Grierson - 2016 - Educational Philosophy and Theory 48 (7):655-656.
  36.  27
    Elizabeth M. Craik: The Dorian Aegean. . Pp. X + 263; 1 Map. London, Boston and Henley: Routledge & Kegan Paul, 1980. £7.95. [REVIEW]Sinclair Hood - 1981 - The Classical Review 31 (2):315-315.
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  37. Elizabeth M. Kraus, "The Metaphysics of Experience: A Companion to Whitehead's" Process and Reality. [REVIEW]Donald W. Sherburne - 1980 - Transactions of the Charles S. Peirce Society 16 (1):82.
     
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  38.  16
    The Magic Mirror: Myth's Abiding Power.Elizabeth M. Baeten - 1996 - State University of New York Press.
    Analyzes the theories of myth of Cassirer, Barthes, Eliade, and Hillman and offers an alternative original account of myth-making as an essential strand of cultural production.
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  39.  79
    Sexing Comparative Ethics: Bringing Forth Feminist and Gendered Perspectives.Elizabeth M. Bucar, Grace Y. Kao & Irene Oh - 2010 - Journal of Religious Ethics 38 (4):654-659.
    This collaborative companion piece, written as a postscript to the three preceding essays, highlights four themes in comparative religious ethics that emerge through our focus on sex and gender: language, embodiment, justice, and critique.
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  40. Doctors, Nurses, and Drugs: Notes on the Meaning and Ethics of Administration.Elizabeth M. Maloney - 1983 - In Catherine P. Murphy & Howard Hunter (eds.), Ethical Problems in the Nurse-Patient Relationship. Allyn & Bacon. pp. 152.
     
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  41.  8
    Preferred Provider Relationships Between Medicare Advantage Plans and Skilled Nursing Facilities Reduce Switching Out of Plans: An Observational Analysis.Elizabeth M. Goldberg, Laura M. Keohane, Vincent Mor, Amal N. Trivedi, Hye-Young Jung & Momotazur Rahman - 2018 - Inquiry: The Journal of Health Care Organization, Provision, and Financing 55:004695801879741.
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  42.  44
    The Ambiguity of Moral Excellence: A Response to Aaron Stalnaker's “Virtue as Mastery”.Elizabeth M. Bucar - 2010 - Journal of Religious Ethics 38 (3):429-435.
    This response draws on Saba Mahmood's work on Muslim subjectivities in order to consider how Stalnaker's conceptualization of virtue might be applied to non-Confucian sources. I argue that when applied cross-culturally, Stalnaker's revised definition of “skillful virtue” raises normative and metaethical questions about what counts as a skill versus a mere bodily practice, the process by how skill is acquired, and how we can both allow for the ambiguity of skills and continue to make constructive arguments about them.
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  43.  24
    An American Naturalist Account of Culture.Elizabeth M. Baeten - 1996 - Metaphilosophy 27 (4):408-425.
  44.  6
    The Tao and the Daimon: Segments of a Religious Inquiry.Elizabeth M. Kraus - 1983 - International Philosophical Quarterly 23 (4):441-446.
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  45.  47
    Raymond G. De Vries is a Professor At.Elizabeth M. Fenton, Kyle L. Galbraith, Susan Dorr Goold, Elisa J. Gordon, Lawrence O. Gostin, Hilde Lindemann, Anna C. Mastroianni, Mary Faith Marshall, Howard Minkoff & Joshua E. Perry - forthcoming - Hastings Center Report.
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  46. Aesthetics.Elizabeth M. Wilkinson - 1961 - Philosophy 36 (136):78-80.
     
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  47.  13
    Respecting Variations in Embodiment as Well as Gender: Beyond the Presumed ‘Binary’ of Sex.Elizabeth M. Saewyc - 2017 - Nursing Inquiry 24 (1):e12184.
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  48. On the Archaeology of Choice: Agency Studies as a Research Stratagem.Elizabeth M. Brumfiel - 2000 - In Marcia-Anne Dobres & John E. Robb (eds.), Agency in Archaeology. Routledge. pp. 249--255.
     
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  49.  19
    A Plea for the Supererogatory: A Reply.Elizabeth M. Pybus - 1986 - Philosophy 61 (238):526 - 531.
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  50.  30
    Elizabeth M. Baeten: The Magic Mirror. Myth's Abiding Power. [REVIEW]María Avelina Cecilia - 1998 - Human Studies 21 (3):317-325.
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