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Linda B. Smith [41]Leslie Smith [17]Laurence D. Smith [8]Linda Smith [7]
Leonard A. Smith [7]Laura Smith [6]Lesley Smith [6]L. Glenn Smith [6]

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L. Scott Smith
Columbia University (PhD)
3 more
  1. A Dynamic Systems Approach to the Development of Cognition and Action.David Morris, E. Thelen & L. B. Smith - 1997 - International Studies in the Philosophy of Science 11 (2).
  2.  26
    Infants Rapidly Learn Word-Referent Mappings Via Cross-Situational Statistics.Linda Smith & Chen Yu - 2008 - Cognition 106 (3):1558-1568.
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  3.  51
    Letting Structure Emerge: Connectionist and Dynamical Systems Approaches to Cognition.James L. McClelland, Matthew M. Botvinick, David C. Noelle, David C. Plaut, Timothy T. Rogers, Mark S. Seidenberg & Linda B. Smith - 2010 - Trends in Cognitive Sciences 14 (8):348-356.
  4. The Dynamics of Embodiment: A Field Theory of Infant Perseverative Reaching.Esther Thelen, Gregor Schöner, Christian Scheier & Linda B. Smith - 2001 - Behavioral and Brain Sciences 24 (1):1-34.
    The overall goal of this target article is to demonstrate a mechanism for an embodied cognition. The particular vehicle is a much-studied, but still widely debated phenomenon seen in 7–12 month-old-infants. In Piaget's classic “A-not-B error,” infants who have successfully uncovered a toy at location “A” continue to reach to that location even after they watch the toy hidden in a nearby location “B.” Here, we question the traditional explanations of the error as an indicator of infants' concepts of objects (...)
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  5.  62
    Development as a Dynamic System.Linda B. Smith & Esther Thelen - 2003 - Trends in Cognitive Sciences 7 (8):343-348.
  6.  41
    Laplace’s Demon and the Adventures of His Apprentices.Roman Frigg, Seamus Bradley, Hailiang Du & Leonard A. Smith - unknown
    The sensitive dependence on initial conditions associated with nonlinear models imposes limitations on the models’ predictive power. We draw attention to an additional limitation than has been under-appreciated, namely structural model error. A model has SME if the model-dynamics differ from the dynamics in the target system. If a nonlinear model has only the slightest SME, then its ability to generate decision-relevant predictions is compromised. Given a perfect model, we can take the effects of SDIC into account by substituting probabilistic (...)
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  7.  45
    Embodied Attention and Word Learning by Toddlers.Chen Yu & Linda B. Smith - 2012 - Cognition 125 (2):244-262.
  8.  33
    Developmental Process Emerges From Extended Brain–Body–Behavior Networks.Lisa Byrge, Olaf Sporns & Linda B. Smith - 2014 - Trends in Cognitive Sciences 18 (8):395-403.
  9.  26
    Open Questions and a Proposal: A Critical Review of the Evidence on Infant Numerical Abilities.Lisa Cantrell & Linda B. Smith - 2013 - Cognition 128 (3):331-352.
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  10.  52
    The Myopia of Imperfect Climate Models: The Case of UKCP09.Roman Frigg, Leonard A. Smith & David A. Stainforth - 2013 - Philosophy of Science 80 (5):886-897.
    The United Kingdom Climate Impacts Program’s UKCP09 project makes high-resolution forecasts of climate during the 21st century using state of the art global climate models. The aim of this paper is to introduce and analyze the methodology used and then urge some caution. Given the acknowledged systematic errors in all current climate models, treating model outputs as decision relevant probabilistic forecasts can be seriously misleading. This casts doubt on our ability, today, to make trustworthy, high-resolution predictions out to the end (...)
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  11.  37
    Competitive Processes in Cross‐Situational Word Learning.Daniel Yurovsky, Chen Yu & Linda B. Smith - 2013 - Cognitive Science 37 (5):891-921.
    Cross-situational word learning, like any statistical learning problem, involves tracking the regularities in the environment. However, the information that learners pick up from these regularities is dependent on their learning mechanism. This article investigates the role of one type of mechanism in statistical word learning: competition. Competitive mechanisms would allow learners to find the signal in noisy input and would help to explain the speed with which learners succeed in statistical learning tasks. Because cross-situational word learning provides information at multiple (...)
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  12.  3
    From the Lexicon to Expectations About Kinds: A Role for Associative Learning.Eliana Colunga & Linda B. Smith - 2005 - Psychological Review 112 (2):347-382.
  13. Necessary Knowledge Piagetian Perspectives on Constructivism.Leslie A. Smith - 1993
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  14.  22
    The Unrealized Promise of Infant Statistical Word–Referent Learning.Linda B. Smith, Sumarga H. Suanda & Chen Yu - 2014 - Trends in Cognitive Sciences 18 (5):251-258.
  15.  4
    Modeling Cross-Situational Word–Referent Learning: Prior Questions.Chen Yu & Linda B. Smith - 2012 - Psychological Review 119 (1):21-39.
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  16. An Assessment of the Foundational Assumptions in High-Resolution Climate Projections: The Case of UKCP09.Roman Frigg, Leonard A. Smith & David A. Stainforth - unknown
    The United Kingdom Climate Impacts Programme’s UKCP09 project makes highresolution projections of the climate out to 2100 by post-processing the outputs of a large-scale global climate model. The aim of this paper is to describe and analyse the methodology used and then urge some caution. Given the acknowledged systematic, shared shortcomings in all current climate models, treating model outputs as decision relevant projections can be significantly misleading. In extrapolatory situations, such as projections of future climate change impacts, there is little (...)
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  17.  45
    Knowledge as Process: Contextually Cued Attention and Early Word Learning.Linda B. Smith, Eliana Colunga & Hanako Yoshida - 2010 - Cognitive Science 34 (7):1287-1314.
    Learning depends on attention. The processes that cue attention in the moment dynamically integrate learned regularities and immediate contextual cues. This paper reviews the extensive literature on cued attention and attentional learning in the adult literature and proposes that these fundamental processes are likely significant mechanisms of change in cognitive development. The value of this idea is illustrated using phenomena in children's novel word learning.
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  18.  17
    Naming in Young Children: A Dumb Attentional Mechanism?Linda B. Smith, Susan S. Jones & Barbara Landau - 1996 - Cognition 60 (2):143-171.
  19.  12
    The Normativity of Ecological Restoration Reference Models: An Analysis of Carrifran Wildwood, Scotland, and Walden Woods, United States.Jonathan Prior & Laura Smith - 2019 - Ethics, Policy and Environment 22 (2):214-233.
    ABSTRACTIn this article, we explore how ecological restoration reference models are produced and what work they do within an ecological restoration project. By tracing the genesis of two restoratio...
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  20.  27
    How Evolution May Work Through Curiosity‐Driven Developmental Process.Pierre‐Yves Oudeyer & Linda B. Smith - 2016 - Topics in Cognitive Science 8 (2):492-502.
    Infants' own activities create and actively select their learning experiences. Here we review recent models of embodied information seeking and curiosity-driven learning and show that these mechanisms have deep implications for development and evolution. We discuss how these mechanisms yield self-organized epigenesis with emergent ordered behavioral and cognitive developmental stages. We describe a robotic experiment that explored the hypothesis that progress in learning, in and for itself, generates intrinsic rewards: The robot learners probabilistically selected experiences according to their potential for (...)
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  21.  4
    Knowing in the Context of Acting: The Task Dynamics of the A-Not-B Error.Linda B. Smith, Esther Thelen, Robert Titzer & Dewey McLin - 1999 - Psychological Review 106 (2):235-260.
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  22.  17
    Early Noun Vocabularies: Do Ontology, Category Structure and Syntax Correspond?Larissa K. Samuelson & Linda B. Smith - 1999 - Cognition 73 (1):1-33.
  23.  11
    IMAGE, LANGUAGE: The Other Dialectic.Laura Katherine Smith, Stijn De Cauwer, Jorge Rodriguez Solorzano, Elise Woodard & Georges Didi-Huberman - 2018 - Angelaki 23 (4):19-24.
    In this text, Georges Didi-Huberman responds, in letter-form, to the critical reflections about his work formulated by Jacques Rancière in “Images Re-read: Georges Didi-Huberman’s Method.” Didi-Huberman disagrees with Rancière’s analysis that images are “passive” and that the words which accompany them are “active.” Instead, he agrees with Merleau-Ponty’s view, which postulates that any analysis of images that seeks to disentangle its elements will render the image unintelligible. In opposition to Rancière’s presentation of his work, Didi-Huberman argues that his method is (...)
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  24. Object Perception and Object Naming in Early Development.Barbara Landau, Linda Smith & Susan Jones - 1998 - Trends in Cognitive Sciences 2 (1):19-24.
  25.  7
    From Faces to Hands: Changing Visual Input in the First Two Years.Caitlin M. Fausey, Swapnaa Jayaraman & Linda B. Smith - 2016 - Cognition 152:101-107.
    Human development takes place in a social context. Two pervasive sources of social information are faces and hands. Here, we provide the first report of the visual frequency of faces and hands in the everyday scenes available to infants. These scenes were collected by having infants wear head cameras during unconstrained everyday activities. Our corpus of 143 hours of infant-perspective scenes, collected from 34 infants aged 1 month to 2 years, was sampled for analysis at 1/5 Hz. The major finding (...)
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  26.  14
    Action Alters Shape Categories.Linda B. Smith - 2005 - Cognitive Science 29 (4):665-679.
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  27.  3
    Accessing Similarity and Dimensional Relations: Effects of Integrality and Separability on the Discovery of Complex Concepts.Deborah G. Kemler & Linda B. Smith - 1979 - Journal of Experimental Psychology: General 108 (2):133-150.
  28.  13
    Categorical Structure Among Shared Features in Networks of Early-Learned Nouns.Thomas T. Hills, Mounir Maouene, Josita Maouene, Adam Sheya & Linda Smith - 2009 - Cognition 112 (3):381-396.
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  29.  25
    The Curious Case of Ronald McDonald’s Claim to Rights: An Ontological Account of Differences in Group and Individual Person Rights: Winner of the 2016 Essay Competition of the International Social Ontology Society.Leonie Smith - 2018 - Journal of Social Ontology 4 (1):1-28.
    Performative accounts of personhood argue that group agents are persons, fit to be held responsible within the social sphere. Nonetheless, these accounts want to retain a moral distinction between group and individual persons. That: Group-persons can be responsible for their actions qua persons, but that group-persons might nonetheless not have rights equivalent to those of human persons. I present an argument which makes sense of this disanalogy, without recourse to normative claims or additional ontological commitments. I instead ground rights in (...)
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  30. Behaviorism and Logical Positivism: A Reassessment of the Alliance. [REVIEW]Laurence Smith - 1986 - Journal of Mind and Behavior 7 (4).
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  31.  21
    IMAGES RE-READ: The Method of Georges Didi-Huberman.Laura Katherine Smith, Stijn De Cauwer, Jorge Rodriguez Solorzano, Elise Woodard & Jacques Rancière - 2018 - Angelaki 23 (4):11-18.
    In this text, Jacques Rancière critically discusses the work of Georges Didi-Huberman on images. He disagrees with various claims seemingly made by Didi-Huberman about images, such as that they can “take position” or that they are “active.” Rancière argues that Didi-Huberman adds another form of dialectics to the simpler form of dialectics adopted by Bertolt Brecht and Harun Farocki in their works, namely one that also involves a layering of different temporalities. However, both in Brecht’s War Primer and in Didi-Huberman’s (...)
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  32. Can a Theory-Laden Observation Test the Theory?A. Franklin, M. Anderson, D. Brock, S. Coleman, J. Downing, A. Gruvander, J. Lilly, J. Neal, D. Peterson, M. Price, R. Rice, L. Smith, S. Speirer & D. Toering - 1989 - British Journal for the Philosophy of Science 40 (2):229-231.
  33.  96
    Behaviorism And Logical Positivism: A Reassessment Of The Alliance.Laurence D. Smith - 1986 - Stanford: Stanford University Press.
    ONE Introduction The history of psychology in the twentieth century is a story of the divorce and remarriage of psychology and philosophy. ...
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  34.  18
    Is There Preferential Attachment in the Growth of Early Semantic Noun Networks?Thomas T. Hills, Mounir Maouene, Josita Maouene, Adam Sheya & Linda B. Smith - 2008 - In B. C. Love, K. McRae & V. M. Sloutsky (eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society. Cognitive Science Society.
  35.  22
    Adaptation to Global Warming: Do Climate Models Tell Us What We Need to Know?Naomi Oreskes, David A. Stainforth & Leonard A. Smith - 2010 - Philosophy of Science 77 (5):1012-1028.
  36.  45
    Importance of and Approaches to Incorporating Ethics Into the Accounting Classroom.David S. Kerr & L. Murphy Smith - 1995 - Journal of Business Ethics 14 (12):987 - 995.
    Accounting educators are being called on to provide a greater emphasis on ethics education. This paper examines three important issues concerning ethics education in accounting. First, the question of whether ethics can indeed be taught is examined. Next, several innovative approaches are presented which have been used by accounting educators to integrate ethics into the classroom. Finally, results of a survey of students concerning their perspectives of ethical issues in accounting education, the accounting profession, and society at large are presented (...)
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  37.  28
    Probabilistic Forecasting: Why Model Imperfection is a Poison Pill.Roman Frigg, Seamus Bradley, Reason L. Machete & Leonard A. Smith - 2013 - In .
    This volume is a serious attempt to open up the subject of European philosophy of science to real thought, and provide the structural basis for the interdisciplinary development of its specialist fields, but also to provoke reflection on the idea of ‘European philosophy of science’. This efforts should foster a contemporaneous reflection on what might be meant by philosophy of science in Europe and European philosophy of science, and how in fact awareness of it could assist philosophers interpret and motivate (...)
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  38.  37
    The Impact of a Shift in Organizational Role on Ethical Perceptions: A Comparative Study. [REVIEW]Shohreh A. Kaynama, Algin King & Louise W. Smith - 1996 - Journal of Business Ethics 15 (5):581 - 590.
    This study investigates ethical decision-making by considering the differences in ethical judgments between undergraduate business and MBA students on selected ethical issues facing employees and managers of today's businesses. The study further investigates differences in ethical judgments between undergraduates and MBAs in terms of a perceived position as an employee or as a manager. The findings indicate that undergraduate students tend to be more ethical than MBA students and that both groups tend to be more ethical when they perceive themselves (...)
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  39.  42
    Shaping Access to Hospital Ethics Committees: Some Critical Issues.Gerald J. Mozdzierz, C. William Reiquam & Linda C. Smith - 1989 - HEC Forum 1 (1):31-39.
  40.  5
    Simplicity and Generalization: Short-Cutting Abstraction in Children’s Object Categorizations.Ji Y. Son, Linda B. Smith & Robert L. Goldstone - 2008 - Cognition 108 (3):626-638.
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  41. Is Cognition Enough to Explain Cognitive Development?Linda B. Smith & Adam Sheya - 2010 - Topics in Cognitive Science 2 (4):725-735.
    Traditional views separate cognitive processes from sensory–motor processes, seeing cognition as amodal, propositional, and compositional, and thus fundamentally different from the processes that underlie perceiving and acting. These were the ideas on which cognitive science was founded 30 years ago. However, advancing discoveries in neuroscience, cognitive neuroscience, and psychology suggests that cognition may be inseparable from processes of perceiving and acting. From this perspective, this study considers the future of cognitive science with respect to the study of cognitive development.
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  42.  18
    Why Children Learn Color and Size Words so Differently: Evidence From Adults' Learning of Artificial Terms.Catherine M. Sandhofer & Linda B. Smith - 2001 - Journal of Experimental Psychology: General 130 (4):600.
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  43.  12
    Learning to Live with Parkinson’s Disease in the Family Unit: An Interpretative Phenomenological Analysis of Well-Being.Laura J. Smith & Rachel L. Shaw - 2017 - Medicine, Health Care and Philosophy 20 (1):13-21.
  44. The Cambridge Companion to Piaget.Marylène Bennour, Jacques Vonèche, Leslie Smith, John G. Messerly, Richard F. Kitchener & Jan Boom - unknown - Cambridge University Press.
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  45.  6
    Preschoolers and Multi-Digit Numbers: A Path to Mathematics Through the Symbols Themselves.Lei Yuan, Richard W. Prather, Kelly S. Mix & Linda B. Smith - 2019 - Cognition 189:89-104.
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  46.  6
    Behaviorism and Logical Positivism: A Reassessment of the Alliance.Laurence D. Smith - 1991 - Noûs 25 (3):383-386.
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  47.  12
    The Active Role of Partial Knowledge in Cross-Situational Word Learning.Daniel Yurovsky, Damian Fricker, Chen Yu & Linda B. Smith - 2010 - In S. Ohlsson & R. Catrambone (eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society. Cognitive Science Society.
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  48.  14
    Whose DAM Account? Attentional Learning Explains Booth and Waxman.Linda B. Smith, Susan S. Jones, Hanako Yoshida & Eliana Colunga - 2003 - Cognition 87 (3):209-213.
  49.  11
    Multiple Sensory‐Motor Pathways Lead to Coordinated Visual Attention.Chen Yu & Linda B. Smith - 2017 - Cognitive Science 41 (S1):5-31.
    Joint attention has been extensively studied in the developmental literature because of overwhelming evidence that the ability to socially coordinate visual attention to an object is essential to healthy developmental outcomes, including language learning. The goal of this study was to understand the complex system of sensory-motor behaviors that may underlie the establishment of joint attention between parents and toddlers. In an experimental task, parents and toddlers played together with multiple toys. We objectively measured joint attention—and the sensory-motor behaviors that (...)
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  50.  6
    A Model of Perceptual Classification in Children and Adults.Linda B. Smith - 1989 - Psychological Review 96 (1):125-144.
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