Results for 'Susan T. Dumais'

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  1.  72
    A Solution to Plato's Problem: The Latent Semantic Analysis Theory of Acquisition, Induction, and Representation of Knowledge.Thomas K. Landauer & Susan T. Dumais - 1997 - Psychological Review 104 (2):211-240.
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  2. Universal Dimensions of Social Cognition: Warmth and Competence.Susan T. Fiske, Amy J. C. Cuddy & Peter Glick - 2007 - Trends in Cognitive Sciences 11 (2):77-83.
  3.  67
    Thinking Your Way to Freedom: A Guide to Owning Your Own Practical Reasoning.Susan T. Gardner - 2009 - Temple University Press.
    A Teacher's Manual for this book will be available online at www.temple.edu/tempress.
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  4. Commentary on 'Inquiry is No Mere Conversation'.Susan T. Gardner - 2015 - Journal of Philosophy in Schools 2 (1):71-91.
    There is a long standing controversy in education as to whether education ought to be teacher- or student- centered. Interestingly, this controversy parallels the parent- vs. child-centered theoretical swings with regard to good parenting. One obvious difference between the two poles is the mode of communication. “Authoritarian” teaching and parenting strategies focus on the need of those who have much to learn to “do as they are told,” i.e. the authority talks, the child listens. “Non-authoritarian” strategies are anchored in the (...)
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  5. Selling "The Reason Game".Susan T. Gardner - 2015 - Teaching Ethics 15 (1):129-136.
    There is a clear distinction between genuine and fraudulent reasoning. Being seduced by the latter can result in horrific consequences. This paper explores how we can arm ourselves, and others with the ability to recognize the difference between genuine and pseudo-reasoning, with the motivation to maintain an unbending commitment to follow the “impersonal” “norm-driven” rules of reason even in situations in which “non-reasonable” strategies appear to support short-term bests interests, and with the confidence that genuine reasoning is the best defense (...)
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  6.  52
    Reasoning (or Not) with the Unreasonable.Susan T. Gardner, Anastasia Anderson & Wayne Henry - 2019 - Analytic Teaching and Philosophical Praxis 39 (2):1-10.
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  7.  53
    Human Agency.Susan T. Gardner - 2017 - International Journal of Applied Philosophy 31 (2):207-216.
    Let us suppose that we accept that humans can be correctly characterized as agents. Let us further presume that this capacity contrasts with most non-human animals. Thus, since agency is what uniquely constitutes what it is to be human, it must be of supreme importance. If these claims have any merit, it would seem to follow that, if agency can be nurtured through education, then it is an overarching moral imperative that educational initiatives be undertaken to do that. In this (...)
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  8. Teaching Children to Think Ethically.Susan T. Gardner - 2012 - Analytic Teaching and Philosophical Praxis 32 (2):75-81.
  9. Surviving Sexual Violence: A Philosophical Perspective.Susan T. Brison - 1993 - Journal of Social Philosophy 24 (1):5-22.
  10.  7
    Human Agency in Advance.Susan T. Gardner - forthcoming - International Journal of Applied Philosophy.
  11.  84
    Does Philosophy Kill Culture?Susan T. Gardner - 2020 - Journal of Philosophy in Schools 7 (1):4.
    Given that one of the major goals of the practice of Philosophy for Children (P4C) is the development of critical thinking skills (Sharp 1987/2018, pp. 4 6), an urgent question that emerged for one of the authors, who is of Chinese Heritage and a novice practitioner at a P4C summer camp was whether this emphasis on critical thinking might make this practice incompatible with the fabric of Chinese culture. Filial piety (孝), which requires respect for one’s parents, elders, and ancestors (...)
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  12.  9
    Distributed Practice in Verbal Learning and the Maturation Hypothesis.Susan T. H. Wright & Donald W. Taylor - 1949 - Journal of Experimental Psychology 39 (4):527.
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  13. Perceiving “The Philosophical Child”: A Guide for the Perplexed.Susan T. Gardner - 2012 - Analytic Teaching and Philosophical Praxis 33 (2):73-76.
    Though Jana Mohr Lone refers to children’s striving to wonder, to question, to figure out how the world works and where they fit as the “philosophical self,” like its parent discipline, it could be argued that the philosophical self is actually the “parent self,”—the wellspring of all the other aspects of personhood that we traditionally parse out, e.g., the intellectual, moral, social, and emotional selves. If that is the case, then to be blind to “The Philosophical Child,” the latter being (...)
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  14.  78
    The Complexity of Respecting Together: From the Point of View of One Participant of the 2012 Vancouver Naaci Conference.Susan T. Gardner - 2012 - Analytic Teaching and Philosophical Praxis 33 (1):1-12.
    Dedication: I would like to dedicate this essay to Mort Morehouse, whose intelligence, warmth, and good humour sustains NAACI to this day. I would like, too, to dedicate this essay to Nadia Kennedy who, in her paper “Respecting the Complexity of CI,” suggests that respect for the rich non-reductive emergent memories and understandings that evolve out of participating in the sort of complex communicative interactions that we experienced at the 2012 NAACI conference requires “a turning around and looking back so (...)
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  15.  75
    Agitating for Munificence or Going Out of Business: Philosophy’s Dilemma.Susan T. Gardner - 2011 - Analytic Teaching and Philosophical Praxis 31 (1):1-4.
    Philosophy has a dirty little secret and it is this: a whole lot of philosophers have swallowed the mechanistic billiard ball deterministic view of human action—presumably because philosophy assumes that science demands it, and/or because modern attempts to articulate in what free will consists seem incoherent. This below-the-surface-purely-academic commitment to mechanistic determinism is a dirty little secret because an honest public commitment would render virtually all that is taught in philosophy departments incomprehensible. Can “lovers of wisdom” really continue to tolerate (...)
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  16.  10
    The Impulse of Fantasy Literature (Review).Susan T. Viguers - 1984 - Philosophy and Literature 8 (2):295-296.
  17.  66
    Communicating Toward Personhood.Susan T. Gardner - 2009 - Analytic Teaching and Philosophical Praxis 29 (1).
    Marshalling a mind-numbing array of data, Harvard political scientist Robert D. Putnam, in his book Bowling Alone, shows that on virtually every conceivable measure, civic participation, or what he refers to as “social capital,” is plummeting to levels not seen for almost 100 years. And we should care, Putnam argues, because connectivity is directly related to both individual and social wellbeing on a wide variety of measures. On the other hand, social capital of the “bonding kind” brings with it the (...)
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  18.  40
    In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy, and Education, Edited by Maughn Rollins Gregory and Megan Jane Laverty.Susan T. Gardner - 2019 - Teaching Philosophy 42 (1):61-64.
  19.  21
    Love Them or Leave Them? Respect Requires Neither.Susan T. Gardner - 2012 - International Journal of Applied Philosophy 26 (2):253-268.
    The notion of “respect for persons” is a one often closely tied to the religious edict that “we ought to love one another.” It thus appears to give rise to a command that we are obliged to nurture some kind of positive regard toward others.Taking on a slightly different hue, Kant’s notion of “respect for persons” requires that we recognize universalizing agents as autonomous, and, hence, even if fanatical (Hare), we have no grounds to condemn.In this paper, both of these (...)
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  20.  11
    Mapping Ethnic Stereotypes and Their Antecedents in Russia: The Stereotype Content Model.Dmitry Grigoryev, Susan T. Fiske & Anastasia Batkhina - 2019 - Frontiers in Psychology 10.
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  21.  51
    Agitating for Munificence or Going Out of Business: Philosophy’s Dilemma.Susan T. Gardner - 2008 - Proceedings of the Xxii World Congress of Philosophy 3:21-29.
    If you cannot, then you ought not. Taking its own precepts seriously, philosophy, in the face of scientific deterministic success, has abandoned its original calling of inspiring munificence and, in doing so, has undercut much of its own relevance. But this need not be the case. If we adopt a more finely grained set of theoretical glasses, we will see that human freedom is simply the icing on a deterministic layer cake that launches entities, both phylogenetically and ontogenetically, from the (...)
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  22.  3
    Fairytales, Authorship, and Aesthetic Response.Susan T. Viguers - 1986 - Journal of Aesthetic Education 20 (1):107.
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  23.  19
    Political Cognition Helps Explain Social Class Divides: Two Dimensions of Candidate Impressions, Group Stereotypes, and Meritocracy Beliefs.Susan T. Fiske - 2019 - Cognition 188:108-115.
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  24.  52
    Moving Beyond Universalizability.Susan T. Gardner - 2008 - Proceedings of the Xxii World Congress of Philosophy 10:117-125.
    The use of Kant’s universalizability principle as a method of determining the warrantability of an ethical claim has two fundamental flaws. On the one hand, it renders the universalizing moralizer mute in the face of fanaticism, and, on the other, it too easily dissolves into irrational rule worship. In the face of such flaws,many have argued that this “rational” approach to ethics ought to be abandoned in favor of fanning the flames of sentiment. Such a proposal suggests that we have (...)
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  25.  22
    Love Thy Neighbour? Maybe Not.Susan T. Gardner - 2009 - In Eva Marsal, Takara Dobashi & Barbara Weber (eds.), Children Philosophize Worldwide: Theoretical and Practical Concepts. Peter Lang. pp. 421.
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  26.  60
    Sisyphus and Climate Change: Educating in the Context of Tragedies of the Commons.Susan T. Gardner - 2021 - Philosophies 6 (4):4-0.
    The tragedy of the commons is a primary contributing factor in ensuring that humanity makes no serious inroads in averting climate change. As a recent Canadian politician pointed out, we could shut down the Canadian economy tomorrow, and it would make no measurable difference in global greenhouse gas emissions. When coordinated effort is required, it would seem that doing the “right thing” alone is irrational: it will harm oneself with no positive consequences as a result. Such is the tragedy. And (...)
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  27.  90
    Questioning to Hesitation, Rather Than Hesitating to Question: A Pragmatic Hermeneutic Perspective On Educational Inquiry.Susan T. Gardner - 2011 - Philosophy Study 1 (5):352-358.
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  28.  10
    Navigating the Social World: Toward an Integrated Framework for Evaluating Self, Individuals, and Groups.Andrea E. Abele, Naomi Ellemers, Susan T. Fiske, Alex Koch & Vincent Yzerbyt - 2021 - Psychological Review 128 (2):290-314.
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  29. "Back to the Future" in Philosophical Dialogue: A Plea for Changing P4C Teacher Education.Barbara Weber & Susan T. Gardner - 2009 - Analytic Teaching and Philosophical Praxis 29 (1).
    While making P4C much more easily disseminated, short-term weekend and weeklong P4C training programs not only dilute the potential laudatory impact of P4C, they can actually be dangerous. As well, lack of worldwide standards precludes the possibility of engaging in sufficiently high quality research of the sort that would allow the collection of empirical data in support the efficacy of worldwide P4C adoption. For all these reasons, the authors suggest that P4C advocates ought to insist that programs of a minimum (...)
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  30.  8
    Begging the Question: The Fallacy of Adoptees as a Health Disparity.Gwendolyn P. Quinn & Susan T. Vadaparampil - 2016 - American Journal of Bioethics 16 (12):47-48.
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  31.  5
    Invariance of Signal Detectability Over Stages of Practice and Levels of Motivation.John A. Swets & Susan T. Sewall - 1963 - Journal of Experimental Psychology 66 (2):120.
  32.  26
    Meeting Youngsters Where They “Are At”: Demonstrating its Advantages.Alex Newby & Susan T. Gardner - 2019 - Childhood and Philosophy 15 (1):1-26.
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  33. Combatting Consumer Madness.Wayne Henry, Mort Morehouse & Susan T. Gardner - forthcoming - Teaching Ethics.
    In his 2004 article “Hannah Arendt and Jean Baudrillard: Pedagogy in the Consumer Society,” Trevor Norris bemoans the degree to which contemporary education’s focus can increasingly be described as primarily nurturing “consumers in training.” He goes on to add that the consequences of such “mindless” consumerism is that it “erodes democratic life, reduces education to the reproduction of private accumulation, prevents social resistance from expressing itself as anything other than political apathy, and transforms all human relations into commercial transactions of (...)
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  34.  5
    Cultural Differences in Coping with Interpersonal Tensions Lead to Divergent Shorter- and Longer-Term Affective Consequences.Gloria Luong, Carla M. Arredondo & Susan T. Charles - 2020 - Cognition and Emotion 34 (7):1499-1508.
    Culture influences how people cope with interpersonal tensions, with those from more collectivistic contexts ) generally opting for strategies promoting social harmony w...
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  35. Respect: How Do We Get There? A Philosophical Inquiry.Eva Marsal, Barbara Weber & Susan T. Gardner (eds.) - 2013 - Lit Verlag Fresnostre.
    What precisely do we mean by respect? How should we adjudicate between conflicting demands of respect? What obstacles stand in the way of respect? The papers contained in this international anthology were presented at the North American Association of the Community of Inquiry conference in Vancouver, Canada, in June 2012, and were the outcome of in-depth and interdisciplinary discussions around the various aspects of respect. The book is an exacting and exciting analysis of the notion of respect - an analysis (...)
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  36.  6
    Scientists Making a Difference, Editors Not so Much: Robert J. Sternberg, Susan T. Fiske, Donald J. Foss : Scientists Making a Difference: One Hundred Eminent Behavioral and Brain Scientists Talk About Their Most Important Contributions, Cambridge: Cambridge University Press, 2016, 536 Pages, £19.99/$28.00pb. [REVIEW]Saray Ayala-López - 2018 - Metascience 27 (2):343-346.
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  37.  99
    The Boundaries of Languages and Disciplines: How Ideologies Construct Difference.Susan Gal & Judith T. Irvine - forthcoming - Social Research: An International Quarterly.
  38.  24
    Data‐Driven Approaches to Information Access.Susan Dumais - 2003 - Cognitive Science 27 (3):491-524.
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  39.  16
    Mental Transformation Skill in Young Children: The Role of Concrete and Abstract Motor Training.Susan C. Levine, Susan Goldin‐Meadow, Matthew T. Carlson & Naureen Hemani‐Lopez - 2018 - Cognitive Science 42 (4):1207-1228.
    We examined the effects of three different training conditions, all of which involve the motor system, on kindergarteners’ mental transformation skill. We focused on three main questions. First, we asked whether training that involves making a motor movement that is relevant to the mental transformation—either concretely through action or more abstractly through gestural movements that represent the action —resulted in greater gains than training using motor movements irrelevant to the mental transformation. We tested children prior to training, immediately after training, (...)
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  40.  30
    Ethics and Professionalism: What Does a Resident Need to Learn?Susan Dorr Goold & David T. Stern - 2006 - American Journal of Bioethics 6 (4):9 – 17.
    Training in ethics and professionalism is a fundamental component of residency education, yet there is little empirical information to guide curricula. The objective of this study is to describe empirically derived ethics objectives for ethics and professionalism training for multiple specialties. Study design is a thematic analysis of documents, semi-structured interviews, and focus groups conducted in a setting of an academic medical center, Veterans Administration, and community hospital training more than 1000 residents. Participants were 84 informants in 13 specialties including (...)
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  41.  33
    Connecting the Two Faces of Csr: Does Employee Volunteerism Improve Compliance?Susan M. Houghton, Joan T. A. Gabel & David W. Williams - 2009 - Journal of Business Ethics 87 (4):477 - 494.
    In 2004, the United States Sentencing Commission amended the Federal Sentencing Guidelines to allow firms that create “effective compliance and ethics programs” to receive better treatment if prosecuted for fraud. Effective compliance and ethics, however, appear to be limited to activities focused on complying with the firms’ internal legal and ethical standards. We explored a potential connection between the firms’ external corporate social responsibility (CSR) behaviors and internal compliance: Is there an organizationally valid relationship between these two firm activities? That (...)
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  42.  14
    Incorporating Biobank Consent Into a Healthcare Setting: Challenges for Patient Understanding.T. J. Kasperbauer, Karen K. Schmidt, Ariane Thomas, Susan M. Perkins & Peter H. Schwartz - 2021 - AJOB Empirical Bioethics 12 (2):113-122.
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  43.  3
    Integrating Rules for Genomic Research, Clinical Care, Public Health Screening and DTC Testing: Creating Translational Law for Translational Genomics.Susan M. Wolf, Pilar N. Ossorio, Susan A. Berry, Henry T. Greely, Amy L. McGuire, Michelle A. Penny & Sharon F. Terry - 2020 - Journal of Law, Medicine and Ethics 48 (1):69-86.
    Human genomics is a translational field spanning research, clinical care, public health, and direct-to-consumer testing. However, law differs across these domains on issues including liability, consent, promoting quality of analysis and interpretation, and safeguarding privacy. Genomic activities crossing domains can thus encounter confusion and conflicts among these approaches. This paper suggests how to resolve these conflicts while protecting the rights and interests of individuals sequenced. Translational genomics requires this more translational approach to law.
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  44.  3
    Ethical and Legal Aspects of Nursing.Joseph T. Catalano & Susan Griffin - 1991
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  45.  15
    SCOPELLO, Maddalena, Les Gnostiques, T. 2 SCOPELLO, Maddalena, Les Gnostiques, T. 2.Monique Dumais - 1992 - Laval Théologique et Philosophique 48 (2):307-308.
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  46.  80
    Neuroethics and National Security.Turhan Canli, Susan Brandon, William Casebeer, Philip J. Crowley, Don DuRousseau, Henry T. Greely & Alvaro Pascual-Leone - 2007 - American Journal of Bioethics 7 (5):3 – 13.
  47.  15
    Susan R. Kramer, Sin, Interiority, and Selfhood in the Twelfth-Century West. Toronto: Pontifical Institute of Medieval Studies, 2015. Pp. 172. $80. ISBN: 978-0-88844-200-0. [REVIEW]Ineke van’T. Spijker - 2017 - Speculum 92 (4):1213-1214.
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  48. She Won't Be Me.Susan Blackmore - 2012 - Journal of Consciousness Studies 19 (1-2):16 - 41.
     
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  49.  10
    Beyond the Essential Contestation: Construction and Deconstruction of Regional Identity.Susan A. van'T. Klooster, Marjolein B. A. van Asselt & Sjaak P. Koenis - 2002 - Ethics, Place and Environment 5 (2):109-121.
    In this paper we aim to shed light on the dynamics of regional identity construction and deconstruction. We will argue that four forms of identity can be identified that are linked through various processes of change. To that end, we will theoretically conceptualise 'identity' by discussing historical and current scholarly debates on identity in a variety of scientific disciplines. Then, we will argue that the mutual contradiction of the current theories is a paradox if seen from the angle of regional (...)
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  50.  16
    Re-Telling, Re-Cognition, Re-Stitution: Sikh Heritagization in Canada.Susan L. T. Ashley - 2014 - Cultura 11 (2):39-58.
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