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Margaret Bradley [8]Margaret M. Bradley [5]
  1.  15
    Emotion, Attention, and the Startle Reflex.Peter J. Lang, Margaret M. Bradley & Bruce N. Cuthbert - 1990 - Psychological Review 97 (3):377-395.
  2.  33
    Brain Processes in Emotional Perception: Motivated Attention.Harald Schupp, Bruce Cuthbert, Margaret Bradley, Charles Hillman, Alfons Hamm & Peter Lang - 2004 - Cognition and Emotion 18 (5):593-611.
  3.  5
    Orienting and Emotional Perception: Facilitation, Attenuation, and Interference.Margaret M. Bradley, Andreas Keil & Peter J. Lang - 2012 - Frontiers in Psychology 3.
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  4. Measuring Emotion: Behavior, Feeling, and Physiology.Margaret M. Bradley & Peter J. Lang - 2000 - In Richard D. R. Lane, L. Nadel, G. L. Ahern, J. Allen & Alfred W. Kaszniak (eds.), Cognitive Neuroscience of Emotion. Oxford University Press. pp. 25--49.
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  5.  17
    Appetitive and Defensive Motivation: Goal-Directed or Goal-Determined?Peter J. Lang & Margaret M. Bradley - 2013 - Emotion Review 5 (3):230-234.
    Our view is that fundamental appetitive and defensive motivation systems evolved to mediate a complex array of adaptive behaviors that support the organism’s drive to survive—defending against threat and securing resources. Activation of these motive systems engages processes that facilitate attention allocation, information intake, sympathetic arousal, and, depending on context, will prompt tactical actions that can be directed either toward or away from the strategic goal, whether defensively or appetitively determined. Research from our laboratory that measures autonomic, central, and somatic (...)
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  6.  13
    Scientific Education Versus Military Training: The Influence of Napoleon Bonaparte on the Ecole Polytechnique.Margaret Bradley - 1975 - Annals of Science 32 (5):415-449.
    The influence of Napoleon Bonaparte on the Ecole Polytechnique has long been a matter for debate. In this article, the extent of this influence is illustrated, together with resistance within the school itself to Napoleon's attempts to bend it to his own will and use it for purposes of military adventure. Manuscript material, including Napoleon's own private plans for the reorganization of the school, is reproduced to throw light on his intentions and his own attitudes to education.
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  7.  13
    The Financial Basis of French Scientific Education and Scientific Institutions in Paris, 1790–1815.Margaret Bradley - 1979 - Annals of Science 36 (5):451-491.
    In this article an attempt is made to determine what financial support was given between 1790 and 1815 to some of the principal French scientific institutions situated in Paris. Systematic budgeting was not established until after 1815, so it has not been possible to provide a complete picture of development. The financial and economic background have been surveyed, together with some political arguments for and against investment in science and education. Eight institutions have been chosen as representative of the general (...)
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  8.  12
    Perceptually Driven Movements as Contextual Retrieval Cues.Margaret M. Bradley, Bruce N. Cuthbert & Peter J. Lang - 1988 - Bulletin of the Psychonomic Society 26 (6):541-543.
  9.  7
    Franco-Russian Engineering Links: The Careers of Lamé and Clapeyron, 1820–1830.Margaret Bradley - 1981 - Annals of Science 38 (3):291-312.
    Political difficulties and adverse working conditions during the Restoration period obliged many French scientists and technologists to seek employment elsewhere. Lamé and Clapeyron made the most of their years of exile, and in this paper their contribution to the development of Russian engineering is studied, together with their work for the future of French industry. Their scientific and technological research is also considered. Archival sources throw new light on the significance of their ten years in Russia.
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  10.  9
    The Facilities for Practical Instruction in Science During the Early Years of the Ecole Polytechnique.Margaret Bradley - 1976 - Annals of Science 33 (5):425-446.
    The facilities provided for practical teaching at the Ecole Polytechnique, at the time of its foundation and during the Napoleonic period, have been the subject for much research and conjecture. Documents are discussed and presented which throw light on the actual situation, the number of laboratories, their equipment and apparatus, and the amount of practical instruction provided for the students.
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  11.  10
    Engineers as Military Spies? French Engineers Come to Britain, 1780–1790.Margaret Bradley - 1992 - Annals of Science 49 (2):137-161.
    This paper is based on the discovery of illustrated reports by French engineers describing their visits to the British Isles between 1783 and 1790, a brief period of peace between France and England after the ending of the American War of Independence. The manuscript reports are in the library of the Paris École des ponts et chaussées, which began to send students to Britain in the 1780s, but the engineers studied were of mature years and already well qualified. Two of (...)
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  12.  3
    Prony the Bridge-Builder The Life and Times of Gaspard de Prony, Educator and Scientist.Margaret Bradley - 1994 - Centaurus 37 (3):230-268.
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  13.  8
    Bonaparte's Plans to Invade England in 1801: The Fortunes of Pierre Forfait.Margaret Bradley - 1994 - Annals of Science 51 (5):453-475.
    This paper is based on manuscripts found in the Archives du service historique de la marine, Vincennes, France. Pierre-Alexandre-Laurent Forfait visited England in 1790 with his colleague Daniel Lescallier , and was much impressed by England's superior naval organization. He was persuaded that the only way to defeat the old enemy was by invasion, and for several years he tried to convince Bonaparte of the necessity for action. Forfait dedicated himself to the planning and organization of an invasion fleet which (...)
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