12 found
William F. Reynolds [5]William M. Reynolds [5]William Reynolds [2]William W. Reynolds [2]
  1.  39
    The Concept of Voluntary Consent.Robert M. Nelson, Tom Beauchamp, Victoria A. Miller, William Reynolds, Richard F. Ittenbach & Mary Frances Luce - 2011 - American Journal of Bioethics 11 (8):6-16.
    Our primary focus is on analysis of the concept of voluntariness, with a secondary focus on the implications of our analysis for the concept and the requirements of voluntary informed consent. We propose that two necessary and jointly sufficient conditions must be satisfied for an action to be voluntary: intentionality, and substantial freedom from controlling influences. We reject authenticity as a necessary condition of voluntary action, and we note that constraining situations may or may not undermine voluntariness, depending on the (...)
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  2.  63
    Child Assent and Parental Permission in Pediatric Research.Wilma C. Rossi, William Reynolds & Robert M. Nelson - 2003 - Theoretical Medicine and Bioethics 24 (2):131-148.
    Since children are considered incapable ofgiving informed consent to participate inresearch, regulations require that bothparental permission and the assent of thepotential child subject be obtained. Assent andpermission are uniquely bound together, eachserving a different purpose. Parentalpermission protects the child from assumingunreasonable risks. Assent demonstrates respectfor the child and his developing autonomy. Inorder to give meaningful assent, the child mustunderstand that procedures will be performed,voluntarily choose to undergo the procedures,and communicate this choice. Understanding theelements of informed consent has been theparadigm for (...)
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  3.  13
    We Should Reject Passive Resignation in Favor of Requiring the Assent of Younger Children for Participation in Nonbeneficial Research.Robert M. Nelson & William W. Reynolds - 2003 - American Journal of Bioethics 3 (4):11 – 13.
  4.  41
    Parent–Child Roles in Decision Making About Medical Research.Victoria A. Miller, William W. Reynolds & Robert M. Nelson - 2008 - Ethics and Behavior 18 (2-3):161 – 181.
    Our objective is to understand how parents and children perceive their roles in decision making about research participation. Forty-five children (ages 4-15 years) with or without a chronic condition and 21 parents were the participants. A semistructured interview assessed perceptions of up to 4 hypothetical research scenarios with varying levels of risk, benefit, and complexity. Children were also administered the Peabody Picture Vocabulary Test, Third Edition, to assess verbal ability, as a proxy for the child's cognitive development. The audiotaped interviews (...)
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  5. Expanding Curriculum Theory: Dis/Positions and Lines of Flight.William M. Reynolds & Julie A. Webber (eds.) - 2004 - Routledge.
    This book brings together some of the newest work in curriculum studies to explore central questions that swirl inside of the field: What counts as curriculum research? What procedures are considered legitimate for the production of knowledge? What forms shape the making of explanations? What constitutes proof? It forefronts work by curriculum theorists who are interested in looking at educational problems from a vantage point that questions current models of research--one that suggests adopting "lines of flight" or multiplicities that offer (...)
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  6. Expanding Curriculum Theory: Dis/Positions and Lines of Flight.William M. Reynolds & Julie A. Webber (eds.) - 2004 - Routledge.
    _Expanding Curriculum Theory, Second Edition_ carries through the major focus of the original volume—to reflect on the influence of Deleuze and Guattari’s concept of "lines of flight" and its application to curriculum theorizing. What is different is that the lines of flight have since shifted and produced expanded understandings of this concept for curriculum theory and for education in general. This edition reflects the impact of events that have contributed to this shift, in particular the logic of school policy changes (...)
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  7.  11
    Acquisition and Extinction of the Conditioned Eyelid Response Following Partial and Continuous Reinforcement.William F. Reynolds - 1958 - Journal of Experimental Psychology 55 (4):335.
  8.  21
    Alley Length and Time of Food Deprivation in Instrumental Reward Learning.Norma Fredenburg Besch & William F. Reynolds - 1958 - Journal of Experimental Psychology 56 (5):448.
  9.  9
    Partial-Reinforcement Extinction Effect as a Function of Size of Goal Box.Dwight R. Kirkpatrick, William B. Pavlik & William F. Reynolds - 1964 - Journal of Experimental Psychology 68 (5):515.
  10.  6
    Associative Interference in Verbal Paired-Associate Learning.Norma F. Besch & William F. Reynolds - 1958 - Journal of Experimental Psychology 55 (6):554.
  11.  3
    Secondary Reinforcement Effects as a Function of Method of Testing.William F. Reynolds, Joyce E. Anderson & Norma F. Besch - 1963 - Journal of Experimental Psychology 66 (1):53.
  12. Inside/Out Contemporary Critical Perspectives in Education.Rebecca A. Martusewicz & William M. Reynolds - 1994
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