Results for 'Elizabeth Achtemder'

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  1. Nature, God and Pulpit.Elizabeth Achtemder (ed.) - 1992 - Wm. B. Eerdmans Publishing.
     
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  2. Inessential Woman: Problems of Exclusion in Feminist Thought.Elizabeth V. Spelman - 1988 - Beacon Press.
    It surely would lighten the tasks of feminism tremendously if we could cut to the quick of women's lives by focusing on some essential "woman- ness." However, though all women are women, no woman is only a woman. Those of us who have  ...
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  3.  91
    Principles of object perception.Elizabeth S. Spelke - 1990 - Cognitive Science 14 (1):29--56.
    Research on human infants has begun to shed light on early-developing processes for segmenting perceptual arrays into objects. Infants appear to perceive objects by analyzing three-dimensional surface arrangements and motions. Their perception does not accord with a general tendency to maximize figural goodness or to attend to nonaccidental geometric relations in visual arrays. Object perception does accord with principles governing the motions of material bodies: Infants divide perceptual arrays into units that move as connected wholes, that move separately from one (...)
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  4. (1 other version)Core knowledge.Elizabeth S. Spelke - 2000 - American Psychologist 55 (11):1233-1243.
    Complex cognitive skills such as reading and calculation and complex cognitive achievements such as formal science and mathematics may depend on a set of building block systems that emerge early in human ontogeny and phylogeny. These core knowledge systems show characteristic limits of domain and task specificity: Each serves to represent a particular class of entities for a particular set of purposes. By combining representations from these systems, however human cognition may achieve extraordinary flexibility. Studies of cognition in human infants (...)
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  5. Origins of knowledge.Elizabeth S. Spelke, Karen Breinlinger, Janet Macomber & Kristen Jacobson - 1992 - Psychological Review 99 (4):605-632.
    Experiments with young infants provide evidence for early-developing capacities to represent physical objects and to reason about object motion. Early physical reasoning accords with 2 constraints at the center of mature physical conceptions: continuity and solidity. It fails to accord with 2 constraints that may be peripheral to mature conceptions: gravity and inertia. These experiments suggest that cognition develops concurrently with perception and action and that development leads to the enrichment of conceptions around an unchanging core. The experiments challenge claims (...)
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  6.  92
    Initial knowledge: six suggestions.Elizabeth Spelke - 1994 - Cognition 50 (1-3):431-445.
    Although debates continue, studies of cognition in infancy suggest that knowledge begins to emerge early in life and constitutes part of humans' innate endowment. Early-developing knowledge appears to be both domain-specific and task-specific, it appears to capture fundamental constraints on ecologically important classes of entities in the child's environment, and it appears to remain central to the commonsense knowledge systems of adults.
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  7. Object permanence in five-month-old infants.Elizabeth S. Spelke - 1985 - Cognition 20 (3):191-208.
    A new method was devised to test object permanence in young infants. Fivemonth-old infants were habituated to a screen that moved back and forth through a 180-degree arc, in the manner of a drawbridge. After infants reached habituation, a box was centered behind the screen. Infants were shown two test events: a possible event and an impossible event. In the possible event, the screen stopped when it reached the occluded box; in the impossible event, the screen moved through the space (...)
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  8.  56
    The construction of large number representations in adults.Elizabeth Spelke & Hilary Barth - 2003 - Cognition 86 (3):201-221.
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  9. What makes us Smart? Core knowledge and natural language.Elizabeth S. Spelke - 2003 - In Dedre Gentner & Susan Goldin-Meadow, Language in Mind: Advances in the Study of Language and Thought. MIT Press. pp. 277--311.
  10. The native language of social cognition.Elizabeth S. Spelke - unknown
    What leads humans to divide the social world into groups, preferring their own group and disfavoring others? Experiments with infants and young children suggest these tendencies are based on predispo- sitions that emerge early in life and depend, in part, on natural language. Young infants prefer to look at a person who previously spoke their native language. Older infants preferentially accept toys from native-language speakers, and preschool children preferentially select native-language speakers as friends. Variations in accent are sufficient to evoke (...)
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  11. Managing ignorance.Elizabeth V. Spelman - 2007 - In Shannon Sullivan & Nancy Tuana, Race and Epistemologies of Ignorance. State Univ of New York Pr. pp. 119--31.
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  12.  19
    Female Language for God: Should the Church Adopt It?Elizabeth Achtemeier - 1987 - Transformation: An International Journal of Holistic Mission Studies 4 (2):24-28.
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  13. Nahum—Malachi: Nahum, Habakkuk, Zephaniah, Haggai, Zechariah, Malachi.Elizabeth Achtemeier - 1986
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  14. Preaching from the Old Testament.Elizabeth Achtemeier - 1989
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  15. The Community and Message of Isaiah 56–66.Elizabeth Achtemeier - 1982
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  16.  45
    The Aesthetic Experience: Its Meaning in a Functional Psychology.Elizabeth Kemper Adams - 1907 - Philosophical Review 16:660.
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  17. The aesthetic experience.Elizabeth Kemper Adams - 1907 - Chicago,: The University of Chicago press.
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  18. The Old Testament and the Proclamation of the Gospel.Elizabeth Aghtemeier - 1973
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  19. aCCENT TrumpS raCE iN GuiDiNG ChilDrEN'S SOCial prEfErENCES.Elizabeth S. Spelke - unknown
    A series of experiments investigated the effect of speakers’ language, accent, and race on children’s social preferences. When presented with photographs and voice recordings of novel children, 5-year-old children chose to be friends with native speakers of their native language rather than foreign-language or foreign-accented speakers. These preferences were not exclusively due to the intelligibility of the speech, as children found the accented speech to be comprehensible, and did not make social distinctions between foreign-accented and foreign-language speakers. Finally, children chose (...)
     
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  20. Infants' discrimination of number vs. continuous extent.Elizabeth Spelke - manuscript
    Seven studies explored the empirical basis for claims that infants represent cardinal values of small sets of objects. Many studies investigating numerical ability did not properly control for continuous stimulus properties such as surface area, volume, contour length, or dimensions that correlate with these properties. Experiment 1 extended the standard habituation/dishabituation paradigm to a 1 vs 2 comparison with three-dimensional objects and confirmed that when number and total front surface area are confounded, infants discriminate the arrays. Experiment 2 revealed that (...)
     
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  21.  48
    Précis of What Babies Know.Elizabeth S. Spelke - 2024 - Behavioral and Brain Sciences 47:e120.
    Where does human knowledge begin? Research on human infants, children, adults, and nonhuman animals, using diverse methods from the cognitive, brain, and computational sciences, provides evidence for six early emerging, domain-specific systems of core knowledge. These automatic, unconscious systems are situated between perceptual systems and systems of explicit concepts and beliefs. They emerge early in infancy, guide children's learning, and function throughout life.
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  22. Woman as Body: Ancient and Contemporary Views.Elizabeth V. Spelman - 1982 - Feminist Studies 8 (1):109.
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  23. Perceiving and reasoning about objects: Insights from infants.Elizabeth S. Spelke & Gretchen A. Van de Walle - 1993 - In Naomi Eilan, Rosaleen A. McCarthy & Bill Brewer, Spatial representation: problems in philosophy and psychology. Cambridge: Blackwell.
     
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  24. Perception of unity, persistence, and identity: Thoughts on infants' conceptions of objects.Elizabeth S. Spelke - 1985 - In Jacques Mehler & Robin Fox, Neonate Cognition: Beyond the Blooming Buzzing Confusion. Lawrence Erlbaum. pp. 89--113.
     
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  25. Natural number and natural geometry.Elizabeth S. Spelke - 2011 - In Stanislas Dehaene & Elizabeth Brannon, Space, Time and Number in the Brain: Searching for the Foundations of Mathematical Thought. Oxford University Press. pp. 287--317.
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  26. Core systems in human cognition.Elizabeth Spelke - manuscript
    Research on human infants, adult nonhuman primates, and children and adults in diverse cultures provides converging evidence for four systems at the foundations of human knowledge. These systems are domain specific and serve to represent both entities in the perceptible world (inanimate manipulable objects and animate agents) and entities that are more abstract (numbers and geometrical forms). Human cognition may be based, as well, on a fifth system for representing social partners and for categorizing the social world into groups. Research (...)
     
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  27. On treating persons as persons.Elizabeth V. Spelman - 1978 - Ethics 88 (2):150-161.
  28.  58
    Early knowledge of object motion: continuity and inertia.Elizabeth S. Spelke, Gary Katz, Susan E. Purcell, Sheryl M. Ehrlich & Karen Breinlinger - 1994 - Cognition 51 (2):131-176.
  29.  53
    Core knowledge, language learning, and the origins of morality and pedagogy: Reply to reviews of What babies know.Elizabeth S. Spelke - 2023 - Mind and Language 38 (5):1336-1350.
    The astute reviews by Hamlin and by Revencu and Csibra provide compelling arguments and evidence for the early emergence of moral evaluation, communication, and pedagogical learning. I accept these conclusions but not the reviewers' claims that infants' talents in these domains depend on core systems of moral evaluation or pedagogical communication. Instead, I suggest that core knowledge of people as agents and as social beings, together with infants' emerging understanding of their native language, support learning about people as moral agents, (...)
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  30.  94
    Quinian bootstrapping or Fodorian combination? Core and constructed knowledge of number.Elizabeth S. Spelke - 2011 - Behavioral and Brain Sciences 34 (3):149-150.
    According to Carey (2009), humans construct new concepts by abstracting structural relations among sets of partly unspecified symbols, and then analogically mapping those symbol structures onto the target domain. Using the development of integer concepts as an example, I give reasons to doubt this account and to consider other ways in which language and symbol learning foster conceptual development.
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  31. Perceiving bimodally specified events in infancy.Elizabeth S. Spelke - unknown
    Four-month-old infants can perceive bimodally speciiied events. They respond to relationships between the optic and acoustic stimulation that carries information about an object. Infants can do this by detecting the temporal synchrony of an object’s sounds and its optically specified impacts. They are sensitive both to the common tempo and to the simultaneity of such sounds and visible impacts. These findings support the view that intermodal perception depends at least in part on the detection of invariant relationships in patterns of (...)
     
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  32. Dupes of Patriarchy: Feminist Strong Substantive Autonomy's Epistemological Weaknesses.Elizabeth Sperry - 2013 - Hypatia 28 (4):887-904.
    Feminist strong substantive autonomy (FSSA), as presented by Natalie Stoljar and Anita Superson, pronounces judgment on the autonomy status of certain women living under oppression. These women act on deformed desires, Superson explains, and as deformed desires cannot be the agent's own, the women are heteronomous. Stoljar argues that some women's choices violate the Feminist Intuition; by acting on false and oppressive values, these women render themselves heteronomous. I argue against Stoljar and Superson on epistemological grounds. I present six different (...)
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  33. Predictive Reaching for Occluded Objects by 6-Month-Old Infants.Elizabeth S. Spelke - unknown
    Infants were presented with an object that moved into reaching space on a path that was either continuously visible or interrupted by an occluder. Infants’ reaching was reduced sharply when an occluder was present, even though the occluder itself was out of reach and did not serve as a barrier to direct reaching for the object. We account for these findings and for the apparently contrasting findings of experiments using preferential looking methods to assess infants’ object representations, by proposing that (...)
     
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  34. Number-space mapping in human infants.Elizabeth S. Spelke & William James Hall - unknown
    Mature representations of number are built on a core system of numerical representation that connects to spatial representations in the form of a ‘mental number line’. The core number system is functional in early infancy, but little is known about the origins of the mapping of numbers onto space. Here we show that preverbal infants transfer the discrimination of an ordered series of numerosities to the discrimination of an ordered series of line lengths. Moreover, infants construct relationships between individual numbers (...)
     
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  35.  23
    The concepts of constructional mismatch and type-shifting from the perspective of grammaticalization.Elizabeth Closs Traugott - 2007 - Cognitive Linguistics 18 (4).
  36. Infants' Rapid Learning About Self-Propelled Objects.Elizabeth S. Spelke - unknown
    Six experiments investigated 7-month-old infants’ capacity to learn about the self-propelled motion of an object. After observing 1 wind-up toy animal move on its own and a second wind-up toy animal move passively by an experimenter’s hand, infants looked reliably longer at the former object during a subsequent stationary test, providing evidence that infants learned and remembered the mapping of objects and their motions. In further experiments, infants learned the mapping for different animals and retained it over a 15-min delay, (...)
     
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  37. The heady political life of compassion.Elizabeth V. Spelman - 1997 - In Mary Lyndon Shanley & Uma Narayan, Reconstructing political theory: feminist perspectives. University Park, PA: Pennsylvania State University Press. pp. 128--143.
     
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  38.  32
    Response to commentaries on What Babies Know.Elizabeth S. Spelke - 2024 - Behavioral and Brain Sciences 47:e146.
    Twenty-five commentaries raise questions concerning the origins of knowledge, the interplay of iconic and propositional representations in mental life, the architecture of numerical and social cognition, the sources of uniquely human cognitive capacities, and the borders among core knowledge, perception, and thought. They also propose new methods, drawn from the vibrant, interdisciplinary cognitive sciences, for addressing these questions and deepening understanding of infant minds.
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  39. Images of Reality: Iris Murdoch's Five Ways From Art to Religion.Elizabeth Burns - 2015 - Religions 6 (3):875-890.
    Art plays a significant role in Iris Murdoch’s moral philosophy, a major part of which may be interpreted as a proposal for the revision of religious belief. In this paper, I identify within Murdoch’s philosophical writings five distinct but related ways in which great art can assist moral/religious belief and practice: art can reveal to us “the world as we were never able so clearly to see it before”; this revelatory capacity provides us with evidence for the existence of the (...)
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  40.  10
    Has Moral Responsibility Rested on a Mistake?Elizabeth A. Sperry - 2024 - Social Philosophy Today 40:7-17.
    Is moral responsibility the same in all contexts? Is it acceptable for our practices of holding responsible to ignore the reality of trauma, inequality, and oppression? Hundreds of philosophers, drawing on P. F. Strawson’s 1962 essay, “Freedom and Resentment,” have argued for accounts of moral responsibility that would, at least implicitly, answer these questions in the affirmative. Yet these affirmative answers are not, I shall argue, Strawson’s view. Strawson argues for a real-world approach to moral responsibility, a facet of his (...)
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  41. Moral Repair: Reconstructing Moral Relations after Wrongdoing by Margaret Urban Walker.Elizabeth V. Spelman - 2008 - Hypatia 23 (4):228-233.
  42.  4
    A Compensated Clock: Temperature and Nutritional Compensation Mechanisms Across Circadian Systems.Elizabeth-Lauren Stevenson, Adrienne K. Mehalow, Jennifer J. Loros, Christina M. Kelliher & Jay C. Dunlap - forthcoming - Bioessays:e202400211.
    Circadian rhythms are ∼24‐h biological oscillations that enable organisms to anticipate daily environmental cycles, so that they may designate appropriate day/night functions that align with these changes. The molecular clock in animals and fungi consists of a transcription‐translation feedback loop, the plant clock is comprised of multiple interlocking feedback‐loops, and the cyanobacterial clock is driven by a phosphorylation cycle involving three main proteins. Despite the divergent core clock mechanisms across these systems, all circadian clocks are able to buffer period length (...)
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  43. Native over foreign speakers.Elizabeth S. Spelke & Emmanuel Dupoux - unknown
    Infants learn from adults readily and cooperate with them spontaneously, but how do they select culturally appropriate teachers and collaborators? Building on evidence that children demonstrate social preferences for speakers of their native language, Experiment 1 presented 10- month-old infants with videotaped events in which a native and a foreign speaker introduced two different toys. When given a chance to choose between real exemplars of the objects, infants preferentially chose the toy modeled by the native speaker. In Experiment 2, 2.5-year-old (...)
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  44.  12
    Taken by Design: Photographs From the Institute of Design, 1937-1971.David Travis & Elizabeth Siegel (eds.) - 2002 - University of Chicago Press.
    One of Chicago's great cultural achievements, the Institute of Design was among the most important schools of photography in twentieth-century America. It began as an outpost of experimental Bauhaus education and was home to an astonishing group of influential teachers and students, including Lázló Moholy-Nagy, Harry Callahan, and Aaron Siskind. To date, however, the ID's enormous contributions to the art and practice of photography have gone largely unexplored. Taken by Design is the first publication to examine thoroughly this remarkable institution (...)
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  45. Paper.S. Spelke Elizabeth - unknown
    To whom do children look when deciding on their own preferences? To address this question, 3-year-old children were asked to choose between objects or activities that were endorsed by unfamiliar people who differed in gender, race, or age. In Experiment 1, children demonstrated robust preferences for objects and activities endorsed by children of their own gender, but less consistent preferences for objects and activities endorsed by children of their own race. In Experiment 2, children selected objects and activities favored by (...)
     
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  46.  69
    Feast or famine.Elizabeth V. Spelman - 2013 - The Philosophers' Magazine 61 (61):75-80.
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  47.  72
    Philosophical Doggedness.Elizabeth V. Spelman - 2001 - Hypatia 21 (4):232-238.
  48.  22
    1Q Object Perception.Elizabeth S. Spelke - 1993 - In Alvin I. Goldman, Readings in Philosophy and Cognitive Science. Cambridge: MIT Press. pp. 447.
  49.  27
    The horrible tail-man and the Anglo-dutch wars.Elizabeth Staffell - 2000 - Journal of the Warburg and Courtauld Institutes 63 (1):169-186.
  50. The solitude of self.Elizabeth Cady Stanton - 2000 - In Steven M. Cahn, Exploring Philosophy: An Introductory Anthology. New York, NY, United States of America: Oxford University Press USA.
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