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Ruth Wylie [7]Ruth C. Wylie [3]
  1.  13
    The Enduring Influence of a Dangerous Narrative: How Scientists Can Mitigate the Frankenstein Myth.Peter Nagy, Ruth Wylie, Joey Eschrich & Ed Finn - 2018 - Journal of Bioethical Inquiry 15 (2):279-292.
    Reflecting the dangers of irresponsible science and technology, Mary Shelley’s Frankenstein quickly became a mythic story that still feels fresh and relevant in the twenty-first century. The unique framework of the Frankenstein myth has permeated the public discourse about science and knowledge, creating various misconceptions around and negative expectations for scientists and for scientific enterprises more generally. Using the Frankenstein myth as an imaginative tool, we interviewed twelve scientists to explore how this science narrative shapes their views and perceptions of (...)
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  2.  10
    Why Frankenstein is a Stigma Among Scientists.Peter Nagy, Ruth Wylie, Joey Eschrich & Ed Finn - 2018 - Science and Engineering Ethics 24 (4):1143-1159.
    As one of the best known science narratives about the consequences of creating life, Mary Shelley’s Frankenstein; or, The Modern Prometheus is an enduring tale that people know and understand with an almost instinctive familiarity. It has become a myth reflecting people’s ambivalent feelings about emerging science: they are curious about science, but they are also afraid of what science can do to them. In this essay, we argue that the Frankenstein myth has evolved into a stigma attached to scientists (...)
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  3.  26
    Is Self-Explanation Always Better? The Effects of Adding Self-Explanation Prompts to an English Grammar Tutor.Ruth Wylie, Kenneth R. Koedinger & Teruko Mitamura - 2009 - In N. A. Taatgen & H. van Rijn (eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society. pp. 1300--1305.
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  4.  37
    Translating the ICAP Theory of Cognitive Engagement Into Practice.Michelene T. H. Chi, Joshua Adams, Emily B. Bogusch, Christiana Bruchok, Seokmin Kang, Matthew Lancaster, Roy Levy, Na Li, Katherine L. McEldoon, Glenda S. Stump, Ruth Wylie, Dongchen Xu & David L. Yaghmourian - 2018 - Cognitive Science 42 (6):1777-1832.
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  5.  17
    Active Vs Passive Training for Educational Software.Ruth Wylie & Benjamin Shih - 2009 - In N. A. Taatgen & H. van Rijn (eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society.
  6.  12
    Facing the Pariah of Science: The Frankenstein Myth as a Social and Ethical Reference for Scientists.Peter Nagy, Ruth Wylie, Joey Eschrich & Ed Finn - 2020 - Science and Engineering Ethics 26 (2):737-759.
    Since its first publication in 1818, Mary Shelley’s Frankenstein; or, The Modern Prometheus has transcended genres and cultures to become a foundational myth about science and technology across a multitude of media forms and adaptations. Following in the footsteps of the brilliant yet troubled Victor Frankenstein, professionals and practitioners have been debating the scientific ethics of creating life for decades, never before have powerful tools for doing so been so widely available. This paper investigates how engaging with the Frankenstein myth (...)
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  7.  82
    The Effects of an Interfering Task on the Learning of a Complex Motor Skill.Katherine E. Baker, Ruth C. Wylie & Robert M. Gagné - 1951 - Journal of Experimental Psychology 41 (1):1.
  8.  39
    Transfer of Training to a Motor Skill as a Function of Variation in Rate of Response.Katherine E. Baker, Ruth C. Wylie & Robert M. Gagné - 1950 - Journal of Experimental Psychology 40 (6):721.
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  9.  7
    Transfer of Verbal Training to a Motor Task.Katherine E. Baker & Ruth C. Wylie - 1950 - Journal of Experimental Psychology 40 (5):632.
  10.  2
    Musimatics: A View From the Mainland.Ruth Wylie - 1965 - Journal of Aesthetics and Art Criticism 24 (2):287-293.
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