74 found
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  1.  85
    Paul Harris (2000). The Work of the Imagination. Wiley-Blackwell.
    This book demonstrates how children's imagination makes a continuing contribution to their cognitive and emotional development.
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  2.  4
    Rita Astuti & Paul L. Harris (2008). Understanding Mortality and the Life of the Ancestors in Rural Madagascar. Cognitive Science 32 (4):713-740.
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  3.  12
    Patricia A. Herrmann, Cristine H. Legare, Paul L. Harris & Harvey Whitehouse (2013). Stick to the Script: The Effect of Witnessing Multiple Actors on Children's Imitation. Cognition 129 (3):536-543.
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  4.  74
    Fabrice Clement, Melissa Koenig & Paul Harris (2004). The Ontogenesis of Trust. 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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  5.  38
    Paul L. Harris, Tim German & Patrick Mills (1996). Children's Use of Counterfactual Thinking in Causal Reasoning. Cognition 61 (3):233-259.
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  6. Paul L. Harris, Robert Dennis Kavanaugh & Society for Research in Child Development (1993). Young Children's Understanding of Pretense.
     
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  7.  11
    Paul L. Harris (1992). From Simulation to Folk Psychology: The Case for Development. Mind and Language 7 (1‐2):120-144.
  8. John H. Flavell, Janet W. Astington, Paul L. Harris, Eleanor R. Flavell & Frances L. Green (1995). Young Children's Knowledge About Thinking.
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  9.  16
    Paul L. Harris (2002). 17 What Do Children Learn From Testimony? In Peter Carruthers, Stephen P. Stich & Michael Siegal (eds.), The Cognitive Basis of Science. Cambridge University Press. pp. 316.
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  10. Paul Harris (2006). Nothing: A User's Manual. Substance 35 (2):3-16.
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  11.  72
    Paul L. Harris & Melissa A. Koenig (2007). The Basis of Epistemic Trust: Reliable Testimony or Reliable Sources? 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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  12.  8
    Paul L. Harris, Carl N. Johnson, Deborah Hutton, Giles Andrews & Tim Cooke (1989). Young Children's Theory of Mind and Emotion. Cognition and Emotion 3 (4):379-400.
  13. Rita Astuti & Paul Harris (2008). Understanding Mortality and the Life of the Ancestors in Rural Madagascar. Cognitive Science: A Multidisciplinary Journal 32 (4):713-740.
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  14.  7
    Kathleen H. Corriveau, Eva E. Chen & Paul L. Harris (2015). Judgments About Fact and Fiction by Children From Religious and Nonreligious Backgrounds. 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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  15.  51
    Paul G. Harris (2003). Fairness, Responsibility, and Climate Change. 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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  16.  19
    Melissa A. Koenig & Paul L. Harris (2005). The Role of Social Cognition in Early Trust. Trends in Cognitive Sciences 9 (10):457-459.
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  17.  16
    Maria Nunez & Paul L. Harris (1998). Psychological and Deontic Concepts: Separate Domains or Intimate Connection? Mind and Language 13 (2):153-170.
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  18.  24
    Cynthia Breazeal, Paul L. Harris, David DeSteno, Jacqueline M. Kory Westlund, Leah Dickens & Sooyeon Jeong (2016). Young Children Treat Robots as Informants. 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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  19. Paul L. Harris (1995). Mental Simulation. Cambridge: Blackwell.
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  20.  14
    Paul L. Harris (2002). Checking Our Sources: The Origins of Trust in Testimony. 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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  21.  3
    Francisco Pons & Paul Harris (2005). Longitudinal Change and Longitudinal Stability of Individual Differences in Children's Emotion Understanding. Cognition and Emotion 19 (8):1158-1174.
  22.  3
    Rachel E. Watson‐Jones, Justin T. A. Busch, Paul L. Harris & Cristine H. Legare (2016). Does the Body Survive Death? Cultural Variation in Beliefs About Life Everlasting. Cognitive Science 40 (8).
    Mounting evidence suggests that endorsement of psychological continuity and the afterlife increases with age. This developmental change raises questions about the cognitive biases, social representations, and cultural input that may support afterlife beliefs. To what extent is there similarity versus diversity across cultures in how people reason about what happens after death? The objective of this study was to compare beliefs about the continuation of biological and psychological functions after death in Tanna, Vanuatu, and the United States. Children, adolescents, and (...)
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  23.  3
    Paul L. Harris (1993). First-Person Current. Behavioral and Brain Sciences 16 (1):48.
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  24.  16
    David F. Bell, Pierre Cassou-Noguès, Paul A. Harris & Éric Méchoulan (2016). Introduction: The Editors of SubStance. Substance 45 (1):3-5.
    This issue of SubStance is the first since 2010 not dedicated to a specific theme or author; it features ten eclectic essays submitted from different disciplines and countries by well-established as well as emerging scholars. We wish to take this opportunity to emphasize the importance of these varia, which illustrate the range of our speculative and critical interests, and to signal directions we anticipate the journal moving in the near future. Beyond its interest in French literature and theory, SubStance has (...)
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  25.  19
    Paul L. Harris, Kathleen H. Corriveau, Elisabeth S. Pasquini, Melissa Koenig, Maria Fusaro & Fabrice Clément (2012). Credulity and the Development of Selective Trust in Early Childhood. In Michael Beran, Johannes Brandl, Josef Perner & Joëlle Proust (eds.), The Foundations of Metacognition. Oxford University Press. pp. 193.
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  26.  10
    Paul L. Harris (2001). The Veridicality Assumption. Mind and Language 16 (3):247–262.
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  27.  9
    Paul A. Harris (2015). David Mitchell in the Laboratory of Time: An Interview with the Author. Substance 44 (1):8-17.
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  28.  4
    Henry M. Wellman, Paul L. Harris, Mita Banerjee & Anna Sinclair (1995). Early Understanding of Emotion: Evidence From Natural Language. Cognition and Emotion 9 (2-3):117-149.
  29.  21
    Hilary J. Leevers & Paul L. Harris (1999). Persisting Effects of Instruction on Young Children's Syllogistic Reasoning with Incongruent and Abstract Premises. 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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  30.  2
    Paul G. Harris & Patricia Siplon (2001). International Obligation and Human Health: Evolving Policy Responses to HIV/AIDS. 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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  31.  26
    Paul L. Harris (2001). Thinking About the Unknown. Trends in Cognitive Sciences 5 (11):494-498.
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  32.  12
    Kathleen H. Corriveau, Angie L. Kim, Courtney E. Schwalen & Paul L. Harris (2009). Abraham Lincoln and Harry Potter: Children’s Differentiation Between Historical and Fantasy Characters. Cognition 113 (2):213-225.
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  33.  6
    Paul A. Harris (2015). David Mitchell’s Fractal Imagination: The Bone Clocks. Substance 44 (1):148-153.
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  34.  6
    Paul A. Harris (2015). Introduction: David Mitchell in the Labyrinth of Time. Substance 44 (1):3-7.
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  35. Paul L. Harris (1995). Imagining and Pretending. In Mental Simulation. Cambridge: Blackwell.
     
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  36.  7
    Paul A. Harris (1993). Epistemocritique: A Synthetic Matrix. Substance 22 (2/3):185.
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  37.  38
    Paul L. Harris & Jonathan D. Lane (2014). Infants Understand How Testimony Works. 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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  38.  6
    Paul A. Harris (1994). The Invention of Forms: Perec's "Life A User's Manual" and a Virtual Sense of the Real. Substance 23 (2):56.
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  39.  6
    Paul A. Harris (1997). The Itinerant Theorist: Nature and Knowledge/Ecology and Topology in Michel Serres. Substance 26 (2):37.
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  40.  25
    Paul Harris (2003). Der Fest-Text Jest. Substance 32 (1):4-10.
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  41.  23
    Paul A. Harris (1994). The Invention of Forms: Perec's Life A User's Manual and a Virtual Sense of the Real. Substance 74 (23):2.
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  42.  12
    Joshua Delpech-Ramey & Paul A. Harris (2010). Spiritual Politics After Deleuze: Introduction. Substance 39 (1):3-7.
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  43.  2
    Paul A. Harris (2016). Stone: An Ecology of the Inhuman by Jeffrey Jerome Cohen. Substance 45 (2):183-189.
    In this landmark book, Jeffrey Jerome Cohen combines and culminates the two strands of his substantial scholarly work: ecology and Medieval and Early Modern studies. Stone is ambitiously synthetic and syncretic, framed not as critical exegesis but “a thought experiment, attempting to discern in the most mundane of substances a liveliness”. Rather than developing an ecological theory and applying it to particular texts, or practicing an ecocriticism that reads nature “in” texts, Cohen attempts to stage something like a symbiotic textual (...)
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  44.  4
    Paul Harris (1996). 13 Desires, Beliefs, and Language. In Peter Carruthers & Peter K. Smith (eds.), Theories of Theories of Mind. Cambridge University Press. pp. 200.
  45. Paul Harris & John Morrow (eds.) (1986). Lectures on the Principles of Political Obligation and Other Writings. Cambridge University Press.
    This book contains the political writing of T. H. Green and selections from those of his ethical writings which bear on his political philosophy. Green's best known work, Lectures on the Principles of Political Obligation, is included in full, as are the essay on freedom and the lecture 'Liberal Legislation and Freedom of Contract'. There are also extracts from Green's lectures on the English Revolution and from the Prolegomena to Ethics, and a number of previously unpublished essays and notes. All (...)
     
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  46.  24
    Paul G. Harris (2010). China. The Philosophers' Magazine 51 (51):51-54.
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  47.  16
    Paul A. Harris (2010). Deleuze's Cinematic Universe of Light: A Cosmic Plane of Luminance. Substance 39 (1):115-124.
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  48.  37
    Paul L. Harris & Rebekah A. Richert (2008). William James, 'the World of Sense' and Trust in Testimony. 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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  49.  10
    Paul Harris (2000). Introduction: Brain Cultures. Substance 29 (1):3-6.
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  50.  25
    Paul G. Harris (2010). Misplaced Ethics of Climate Change: Political Vs. Environmental Geography. Ethics, Policy and Environment 13 (2):215-222.
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