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Paul L. Harris [40]Paul A. Harris [20]Paul Harris [19]Paul G. Harris [12]
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  1. The Work of the Imagination.Paul Harris - 2000 - Wiley-Blackwell.
    This book demonstrates how children's imagination makes a continuing contribution to their cognitive and emotional development.
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  2.  8
    The Work of the Imagination.Paul L. Harris - 2002 - Mind 111 (442):414-418.
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  3.  6
    Understanding Mortality and the Life of the Ancestors in Rural Madagascar.Rita Astuti & Paul Harris - 2008 - Cognitive Science 32 (4):713-740.
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  4.  24
    Stick to the Script: The Effect of Witnessing Multiple Actors on Children’s Imitation.Patricia A. Herrmann, Cristine H. Legare, Paul L. Harris & Harvey Whitehouse - 2013 - Cognition 129 (3):536-543.
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  5.  40
    From Simulation to Folk Psychology: The Case for Development.Paul L. Harris - 1992 - Mind and Language 7 (1-2):120-144.
  6.  5
    Children's Acceptance of Conflicting Testimony: The Case of Death.Paul Harris & Marta Giménez - 2005 - Journal of Cognition and Culture 5 (1-2):143-164.
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  7.  15
    Judgments About Fact and Fiction by Children From Religious and Nonreligious Backgrounds.Kathleen H. Corriveau, Eva E. Chen & Paul L. Harris - 2015 - Cognitive Science 39 (2):353-382.
    In two studies, 5- and 6-year-old children were questioned about the status of the protagonist embedded in three different types of stories. In realistic stories that only included ordinary events, all children, irrespective of family background and schooling, claimed that the protagonist was a real person. In religious stories that included ordinarily impossible events brought about by divine intervention, claims about the status of the protagonist varied sharply with exposure to religion. Children who went to church or were enrolled in (...)
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  8.  91
    The Ontogenesis of Trust.Fabrice Clement, Melissa Koenig & Paul Harris - 2004 - Mind and Language 19 (4):360-379.
    Psychologists have emphasized children's acquisition of information through firsthand observation. However, many beliefs are acquired from others' testimony. In two experiments, most 4yearolds displayed sceptical trust in testimony. Having heard informants' accurate or inaccurate testimony, they anticipated that informants would continue to display such differential accuracy and they trusted the hitherto reliable informant. Yet they ignored the testimony of the reliable informant if it conflicted with what they themselves had seen. By contrast, threeyearolds were less selective in trusting a reliable (...)
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  9.  49
    Young Children Treat Robots as Informants.Cynthia Breazeal, Paul L. Harris, David DeSteno, Jacqueline M. Kory Westlund, Leah Dickens & Sooyeon Jeong - 2016 - Topics in Cognitive Science 8 (2):481-491.
    Children ranging from 3 to 5 years were introduced to two anthropomorphic robots that provided them with information about unfamiliar animals. Children treated the robots as interlocutors. They supplied information to the robots and retained what the robots told them. Children also treated the robots as informants from whom they could seek information. Consistent with studies of children's early sensitivity to an interlocutor's non-verbal signals, children were especially attentive and receptive to whichever robot displayed the greater non-verbal contingency. Such selective (...)
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  10. Young Children's Understanding of Pretense.Paul L. Harris, Robert Dennis Kavanaugh & Society for Research in Child Development - 1993
  11.  4
    Children’s Imagination and Belief: Prone to Flights of Fancy or Grounded in Reality?Jonathan D. Lane, Samuel Ronfard, Stéphane P. Francioli & Paul L. Harris - 2016 - Cognition 152:127-140.
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  12.  64
    Fairness, Responsibility, and Climate Change.Paul G. Harris - 2003 - Ethics and International Affairs 17 (1):149-156.
    Most literature on the ethics of global warming focuses on the obligations of industrialized states to reduce their emissions of greenhouse gases and to help poor countries do likewise. These books are no exception, arguing that the issue is a matter of international justice and equity.
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  13.  48
    Children's Use of Counterfactual Thinking in Causal Reasoning.Paul L. Harris, Tim German & Patrick Mills - 1996 - Cognition 61 (3):233-259.
  14.  24
    ‘I Don't Know’: Children's Early Talk About Knowledge.Paul L. Harris, Bei Yang & Yixin Cui - 2017 - Mind and Language 32 (3):283-307.
    Children's utterances from late infancy to 3 years of age were examined to infer their conception of knowledge. In Study 1, the utterances of two English-speaking children were analysed and in Study 2, the utterances of a Mandarin-speaking child were analysed – in both studies, for their use of the verb know. Both studies confirmed that know and not know were used to affirm, query or deny knowledge, especially concerning an ongoing topic of conversation. References to a third party were (...)
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  15. The Basis of Epistemic Trust: Reliable Testimony or Reliable Sources?Paul L. Harris & Melissa A. Koenig - 2007 - Episteme 4 (3):264-284.
    What is the nature of children's trust in testimony? Is it based primarily on evidential correlations between statements and facts, as stated by Hume, or does it derive from an interest in the trustworthiness of particular speakers? In this essay, we explore these questions in an effort to understand the developmental course and cognitive bases of children's extensive reliance on testimony. Recent work shows that, from an early age, children monitor the reliability of particular informants, differentiate between those who make (...)
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  16. Young Children's Knowledge About Thinking.John H. Flavell, Janet W. Astington, Paul L. Harris, Eleanor R. Flavell & Frances L. Green - 1995
     
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  17.  7
    Introduction.David F. Bell, Pierre Cassou-Noguès, Paul A. Harris & Eric Méchoulan - 2019 - Substance 48 (1):3-4.
    Periodically, we take stock of SubStance and provide a brief statement regarding initiatives and priorities in the journal's interests. Three years ago, we announced that "Exploring hybrid writing with theoretical impact is at the center of our current preoccupations."1 Since that time, the journal has made significant changes. This issue marks our fourth issue of publishing with Johns Hopkins University Press in a transition that recognizes our new publisher as a leader among university presses.Our plan also expressed our intent to (...)
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  18.  6
    The Ghost in My Body: Children's Developing Concept of the Soul.Rebekah Richert & Paul Harris - 2006 - Journal of Cognition and Culture 6 (3-4):409-427.
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  19.  29
    17 What Do Children Learn From Testimony?Paul L. Harris - 2002 - In Peter Carruthers, Stephen P. Stich & Michael Siegal (eds.), The Cognitive Basis of Science. Cambridge University Press. pp. 316.
  20.  9
    Dualism Revisited: Body Vs. Mind Vs. Soul.Rebekah Richert & Paul Harris - 2008 - Journal of Cognition and Culture 8 (1-2):99-115.
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  21.  23
    Young Children's Theory of Mind and Emotion.Paul L. Harris, Carl N. Johnson, Deborah Hutton, Giles Andrews & Tim Cooke - 1989 - Cognition and Emotion 3 (4):379-400.
  22.  20
    Psychological and Deontic Concepts: Separate Domains or Intimate Connection?María Núñez & Paul L. Harris - 1998 - Mind and Language 13 (2):153-170.
  23.  9
    Turning Water Into Wine.Consuelo Orozco-Giraldo & Paul L. Harris - 2019 - Journal of Cognition and Culture 19 (3-4):219-243.
    Young children judge that violations of ordinary, causal constraints are impossible. Yet children’s religious beliefs typically include the assumption that such violations can occur via divine agency in the form of miracles. We conducted two studies to examine this potential conflict. In Study 1, we invited 5- and 6-year-old Colombian children attending either a secular or a religious school to judge what is and is not possible. Children made their judgments either following a minimal prompt or following a reminder of (...)
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  24.  26
    Checking Our Sources: The Origins of Trust in Testimony.Paul L. Harris - 2002 - Studies in History and Philosophy of Science Part A 33 (2):315-333.
    Developmental psychologists have often portrayed young children as stubborn autodidacts who ignore the testimony of others. Yet the basic design of the human cognitive system indicates an early ability to co-ordinate information derived from first-hand observation with information derived from testimony. There is no obvious tendency to favour the former over the latter. Indeed, young children are relatively poor at monitoring whether they learned something from observation or from testimony. Moreover, the processes by which children and adults understand and remember (...)
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  25.  5
    Young Children’s Deference to a Consensus Varies by Culture and Judgment Setting.Kathleen H. Corriveau, Elizabeth Kim, Ge Song & Paul L. Harris - 2013 - Journal of Cognition and Culture 13 (3-4):367-381.
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  26.  11
    Longitudinal Change and Longitudinal Stability of Individual Differences in Children's Emotion Understanding.Francisco Pons & Paul Harris - 2005 - Cognition and Emotion 19 (8):1158-1174.
  27.  3
    Emotion Understanding in Clinically Anxious Children: A Preliminary Investigation.Patrick K. Bender, Francisco Pons, Paul L. Harris, Barbara H. Esbjørn & Marie L. Reinholdt-Dunne - 2015 - Frontiers in Psychology 6.
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  28.  29
    The Role of Social Cognition in Early Trust.Melissa A. Koenig & Paul L. Harris - 2005 - Trends in Cognitive Sciences 9 (10):457-459.
  29.  47
    Infants Understand How Testimony Works.Paul L. Harris & Jonathan D. Lane - 2014 - Topoi 33 (2):443-458.
    Children learn about the world from the testimony of other people, often coming to accept what they are told about a variety of unobservable and indeed counter-intuitive phenomena. However, research on children’s learning from testimony has paid limited attention to the foundations of that capacity. We ask whether those foundations can be observed in infancy. We review evidence from two areas of research: infants’ sensitivity to the emotional expressions of other people; and their capacity to understand the exchange of information (...)
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  30.  17
    Entitled to Trust? Philosophical Frameworks and Evidence From Children.Caitlin A. Cole, Paul L. Harris & Melissa A. Koenig - 2012 - Analyse & Kritik 34 (2):195-216.
    How do children acquire beliefs from testimony? In this chapter, we discuss children’s trust in testimony, their sensitivity to and use of defeaters, and their appeals to positive reasons for trusting what other people tell them. Empirical evidence shows that, from an early age, children have a tendency to trust testimony. However, this tendency to trust is accompanied by sensitivity to cues that suggest unreliability, including inaccuracy of the message and characteristics of the speaker. Not only are children sensitive to (...)
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  31.  32
    Persisting Effects of Instruction on Young Children's Syllogistic Reasoning with Incongruent and Abstract Premises.Hilary J. Leevers & Paul L. Harris - 1999 - Thinking and Reasoning 5 (2):145 – 173.
    Studies of reasoning have often invoked a distinction between a natural or ordinary consideration of the premises, in which they are interpreted, and even distorted, in the light of empirical knowledge, and an analytic or logical consideration of the premises, in which they are analysed in a literal fashion for their logical implications. Two or three years of schooling have been seen as critical for the spontaneous use of analytic reasoning. In two experiments, however, 4-year-olds who were given brief instructions (...)
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  32. Nothing: A User's Manual.Paul Harris - 2006 - Substance 35 (2):3-16.
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  33.  11
    International Obligation and Human Health: Evolving Policy Responses to HIV/AIDS.Paul G. Harris & Patricia Siplon - 2001 - Ethics and International Affairs 15 (2):29-52.
    Those with the ability to help can do so without significant sacrifice. Hence, those countries with the means to provide solutions to the HIV/AIDS crisis, and give succor to those now suffering from it, have a moral obligation to act.
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  34.  5
    Training Children’s Theory-of-Mind: A Meta-Analysis of Controlled Studies.Stefan G. Hofmann, Stacey N. Doan, Manuel Sprung, Anne Wilson, Chad Ebesutani, Leigh A. Andrews, Joshua Curtiss & Paul L. Harris - 2016 - Cognition 150:200-212.
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  35. Imagining and Pretending.Paul L. Harris - 1995 - In Mental Simulation. Cambridge: Blackwell.
     
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  36.  8
    Upscaling Lithology and Porosity-Type Fractions From the Micro- to the Core-Scale with Thin-Section Petrography, Dual-Energy Computed Tomography, and Rock Typing: Creation of Diagenesis and Porosity-Type Logs.Jacob M. Proctor, André W. Droxler, Naum Derzhi, Heath H. Hopson, Paul Harris, Pankaj Khanna & Daniel J. Lehrmann - 2019 - Interpretation 7 (1):B9-B32.
    We have developed and validated a new approach to upscale lithology and porosity-type fractions from thin sections to cores using dual energy and multiscale computed tomography. A new rock-typing approach is proposed to upscale ⇋diagenetic mineral and diagenetic pore-type fractions, from thin sections to the core domain, eventually to create a diagenesis and porosity types logs. An extensive set of short cores from Mason County provides a representative sample set of Late Cambrian microbial buildups and their interbuildup sediments to test (...)
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  37. Mental Simulation.Paul L. Harris - 1995 - Cambridge: Blackwell.
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  38.  14
    First-Person Current.Paul L. Harris - 1993 - Behavioral and Brain Sciences 16 (1):48-49.
  39.  21
    Early Understanding of Emotion: Evidence From Natural Language.Henry M. Wellman, Paul L. Harris, Mita Banerjee & Anna Sinclair - 1995 - Cognition and Emotion 9 (2-3):117-149.
  40.  23
    The Basis of Epistemic Trust: Reliable Testimony or Reliable Sources?Melissa A. Koenig & Paul L. Harris - 2007 - Episteme: A Journal of Social Epistemology 4 (3):264-284.
  41.  6
    The Active Role Played by Human Learners is Key to Understanding the Efficacy of Teaching in Humans.Samuel Ronfard & Paul L. Harris - 2015 - Behavioral and Brain Sciences 38.
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  42.  28
    Abraham Lincoln and Harry Potter: Children’s Differentiation Between Historical and Fantasy Characters.Kathleen H. Corriveau, Angie L. Kim, Courtney E. Schwalen & Paul L. Harris - 2009 - Cognition 113 (2):213-225.
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  43.  55
    Thinking About the Unknown.Paul L. Harris - 2001 - Trends in Cognitive Sciences 5 (11):494-498.
  44.  17
    The Veridicality Assumption.Paul L. Harris - 2001 - Mind and Language 16 (3):247–262.
  45.  47
    Credulity and the Development of Selective Trust in Early Childhood.Paul L. Harris, Kathleen H. Corriveau, Elisabeth S. Pasquini, Melissa Koenig, Maria Fusaro & Fabrice Clément - 2012 - In Michael Beran, Johannes Brandl, Josef Perner & Joëlle Proust (eds.), The Foundations of Metacognition. Oxford University Press. pp. 193.
  46.  6
    13 Desires, Beliefs, and Language.Paul Harris - 1996 - In Peter Carruthers & Peter K. Smith (eds.), Theories of Theories of Mind. Cambridge University Press. pp. 200.
  47.  45
    William James, 'the World of Sense' and Trust in Testimony.Paul L. Harris & Rebekah A. Richert - 2008 - Mind and Language 23 (5):536-551.
    Abstract: William James argued that we ordinarily think of the objects that we can observe—things that belong to 'the world of sense'—as having an unquestioned reality. However, young children also assert the existence of entities that they cannot ordinarily observe. For example, they assert the existence of germs and souls. The belief in the existence of such unobservable entities is likely to be based on children's broader trust in other people's testimony about objects and situations that they cannot directly observe (...)
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  48.  21
    'Getting Rich Is Glorious': Environmental Values in the People's Republic of China.Paul G. Harris - 2004 - Environmental Values 13 (2):145 - 165.
    Pollution and overuse of resources in China have profound implications for the Chinese people and the world. Globalisation may be partly to blame for this situation, but it is hardly the only explanation. China has been overusing its resources for centuries. Traditional values appear to offer environmentally benign guidance for China's economic development, but they are largely impotent in the face of now-pervasive values manifested in Western-style consumption. Government policies go some way toward addressing this problem, but what may be (...)
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  49.  10
    'Getting Rich Is Glorious':Environmental Values in the People's Republic of China.Paul G. Harris - 2004 - Environmental Values 13 (2):145-165.
    Pollution and overuse of resources in China have profound implications for the Chinese people and the world. Globalisation may be partly to blame for this situation, but it is hardly the only explanation. China has been overusing its resources for centuries. Traditional values appear to offer environmentally benign guidance for China's economic development, but they are largely impotent in the face of now-pervasive values manifested in Western-style consumption. Government policies go some way toward addressing this problem, but what may be (...)
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  50. The Invention of Forms: Perec's Life A User's Manual and a Virtual Sense of the Real.Paul A. Harris - 1994 - Substance 74 (23):2.
     
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