Results for 'Harry L. Madison'

963 found
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  1.  19
    Luminance and reinforcement delay in probability learning.Robert A. Lakota & Harry L. Madison - 1971 - Journal of Experimental Psychology 88 (2):277.
  2.  24
    Runway performance and competing responses as functions of drive level and method of drive measurement.John J. Porter, Harry L. Madison & Peter C. Senkowski - 1968 - Journal of Experimental Psychology 78 (2p1):281.
  3.  46
    Virtue, Vice, and "Voracious" Science: How should we approach the ethics of primate research?Rebecca L. Walker - 2018 - Perspectives in Biology and Medicine 61 (1):130-146.
    From the late 1950s through the early 1970s, Harry F. Harlow's primate laboratory at the University of Wisconsin–Madison undertook a series of studies on infant rhesus macaque monkeys that gained the attention of both animal welfare advocates and the scientific community.1 Establishing one of the first primate research laboratories in 1932, Harlow began his career as a primate researcher by studying primate learning capabilities and shredding previous assumptions within psychology that primates were restricted to the conditioned learning of (...)
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  4. Changes in student views of religion and science in a college astronomy course.Harry L. Shipman, Nancy W. Brickhouse, Zoubeida Dagher & William J. Letts - 2002 - Science Education 86 (4):526-547.
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  5.  11
    Man and Inner Security.Harry L. Heckel - 1997 - Nova Science Publishers.
    This book uses the scientific method to combine enlightened self interest with the teachings of Jesus to propose a theory of how mankind acts and should act.
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  6.  51
    Advertising and Selling: Principles of Appeal and Response.Harry L. Hollingworth - 1914 - Journal of Philosophy, Psychology and Scientific Methods 11 (9):249-250.
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  7. Psychology and Ethics.Harry L. Hollingworth - 1949 - Philosophy of Science 16 (4):351-352.
     
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  8. "Cherniss," Harold: The Riddle of the Early Academy.Harry L. Solmsen - 1946 - Classical Weekly 40:164-168.
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  9.  45
    Korean Temple Burnings and Vandalism: The Response of the Society for Buddhist-Christian Studies.Harry L. Wells - 2000 - Buddhist-Christian Studies 20 (1):239-240.
    In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 20 (2000) 239-240 [Access article in PDF] News and Views Korean Temple Burnings and Vandalism: The Response of the Society for Buddhist-Christian Studies Harry L. WellsHumboldt State UniversityOver the course of the last decade a fairly large number of Buddhist temples in South Korea have been destroyed or damaged by fire by misguided Christian fundamentalists. More recently, Buddhist statues have been identified as idols, and attacked (...)
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  10.  12
    Thomas Kuhn's Influence on Astronomers.Harry L. Shipman - 2000 - Science & Education 9 (1-2):161-171.
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  11.  23
    Saccharine concentration and deprivation as determinants of instrumental and consummatory response strengths.Harry L. Snyder - 1962 - Journal of Experimental Psychology 63 (6):610.
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  12.  9
    Claudian: De Raptu Proserpinae.Harry L. Levy & J. B. Hall - 1971 - American Journal of Philology 92 (2):381.
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  13. (1 other version)New Periodical.Harry L. Solmsen - 1940 - Mind 49 (193):131-131.
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  14.  28
    The Adjudication of Utilitarianism and Rights in the Sphere of Health Care.Harry L. Moore - 1998 - Dissertation, The University of Oklahoma
    This dissertation serves as a monograph on the moral and social implications of a utilitarian-based system of health care which recognizes and takes rights seriously. Though the design and claims are stated primarily in terms of utilitarianism, admittedly, there are elements of communitarian, deontological, and rights theories which have been incorporated. ;Such a commingling of theoretical elements, under the claim of being utilitarian, may seem ambiguous, however, it is my contention that such inclusions only serve to enhance the plausible nature (...)
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  15.  18
    Levels of knowing and existence.Harry L. Weinberg - 1959 - New York,: Harper.
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  16.  40
    Beyond the Usual Alternatives in Buddhist-Christian Dialogue: A Trinitarian Pluralist Approach.Harry L. Wells - 2002 - Buddhist-Christian Studies 22 (1):127-131.
    In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 22 (2002) 127-131 [Access article in PDF] Beyond the Usual Alternatives in Buddhist-Christian Dialogue: A Trinitarian Pluralist Approach Harry L. Wells Humboldt State University When I was first asked to present this paper, I was concerned about the assignment —"Beyond the Usual Alternatives." I was told that the usual alternatives were exclusivism, inclusivism, and pluralism. I consider myself a pluralist, so how was I to go (...)
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  17.  45
    Role of Hindsight Bias, Ethics, and Self-Other Judgments in Students’ Evaluation of an Animal Experiment.Harry L. Hom & Donn L. Kaiser - 2016 - Ethics and Behavior 26 (1):1-13.
    Does hindsight knowledge make research seem more ethical and predictable? In line with the notion of hindsight bias, students in 3 experiments knowing the outcome of an animal experiment judged the results as more foreseeable and ethical relative to students who did not know the outcome. Via self to other comparisons, students evaluate themselves more favorably compared to a peer but exhibited hindsight bias in doing so. Uniquely, the findings reveal the possibility that students deem themselves to be more skeptical (...)
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  18. The inaccuracy of movement.Harry L. Hollingworth - 1909 - New York,: The Science press.
     
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  19.  24
    Why Scholasticism.Harry L. Crane - 1930 - Modern Schoolman 7 (1):9-10.
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  20.  12
    The rapid after-effect in zinc.L. B. Harris - 1963 - Philosophical Magazine 8 (87):493-503.
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  21.  44
    IV*—Solving the “Naval Battle”.L. D. Harris - 1978 - Proceedings of the Aristotelian Society 78 (1):45-62.
    L. D. Harris; IV*—Solving the “Naval Battle”, Proceedings of the Aristotelian Society, Volume 78, Issue 1, 1 June 1978, Pages 45–62, https://doi.org/10.1093/ari.
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  22.  29
    Effect of volume of reinforcement and number of consummatory responses on licking and running behavior.Harry L. Snyder & Stewart H. Hulse - 1961 - Journal of Experimental Psychology 61 (6):474.
  23.  20
    Electrodecoration of tilt grain boundaries in potassium bromide bicrystals.L. B. Harris & P. G. Quang - 1975 - Philosophical Magazine 32 (6):1213-1225.
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  24.  28
    Transpersonal Effects of Exposure to Shamanic Use of Khoomei (Tuvan Throat Singing): Preliminary Evaluations from Training Seminars.Vladislav Matrenitsky & Harris L. Friedman - 2012 - International Journal of Transpersonal Studies 31 (2):111-117.
  25.  16
    Erratum: When "Work" Comes "Home": Coping Strategies of Teleworkers and Their Families.S. Tietze, L. Harris & G. Musson - 2003 - Journal of Business Ethics 43 (4):395 -.
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  26.  19
    Chance or Dance: An Evaluation of Design.Jimmy H. Davis & Harry L. Poe - 2008 - Templeton Press.
    Chance or Dance is ideal for students and general readers interested in understanding how modern science gives evidence for the creation of nature by the God of the Bible.
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  27.  47
    Transpersonal Psychology, Parapsychology, and Neurobiology: Clarifying their Relations.Douglas A. MacDonald & Harris L. Friedman - 2012 - International Journal of Transpersonal Studies 31 (1):49-60.
  28.  28
    Identification versus same-different judgment: An interpretation in terms of uncorrelated perceptual error.Charles W. Eriksen, Harry L. Munsinger & Thomas S. Greenspon - 1966 - Journal of Experimental Psychology 72 (1):20.
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  29.  73
    Diversity in society: Normative and descriptive considerations. [REVIEW]Harry L. Moore - 2008 - Frontiers of Philosophy in China 3 (3):464-476.
    Diversity in society can be viewed from two perspectives, normative and descriptive, both of which define how we think, discuss, and live. Normatively we are called to be responsible. This notion ideally depicts the vision of people of various backgrounds and beliefs living with an attitude of tolerance, respect, and the desire for justice. Descriptively, it is to recognize that people of diverse ethnic, social, economic, and philosophical backgrounds come together to live in various geographic locations, often resulting in heated (...)
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  30.  22
    Instrumental licking behavior as a function of schedule, volume, and concentration of a saccharine reinforcer.Stewart H. Hulse, Harry L. Snyder & W. Edward Bacon - 1960 - Journal of Experimental Psychology 60 (6):359.
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  31.  31
    Evidence and warrants for belief in a college astronomy course.Nancy W. Brickhouse, Zoubeida R. Dagher, Harry L. Shipman & William J. Letts - 2002 - Science & Education 11 (6):573-588.
  32. International and cross-cultural parenting research and intervention ethics.S. Hock Rebecca, J. Levey Elizabeth, Benjamin Christine Cooper-Vince & L. Harris - 2019 - In Kelso Cratsley & Jennifer Radden (eds.), Mental Health as Public Health: Interdisciplinary Perspectives on the Ethics of Prevention. San Diego, CA: Elsevier.
     
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  33.  32
    Endurance Exercise Enhances Emotional Valence and Emotion Regulation.Grace E. Giles, Marianna D. Eddy, Tad T. Brunyé, Heather L. Urry, Harry L. Graber, Randall L. Barbour, Caroline R. Mahoney, Holly A. Taylor & Robin B. Kanarek - 2018 - Frontiers in Human Neuroscience 12:394582.
    Acute exercise consistently benefits both emotion and cognition, particularly cognitive control. We evaluated acute endurance exercise influences on emotion, domain-general cognitive control, and the cognitive control of emotion, specifically cognitive reappraisal. Thirty-six endurance runners, defined as running at least 30 miles per week with one weekly run of at least 9 miles (21 female, age 18-30 years) participated. In a repeated measures design, participants walked at 57% age-adjusted maximum heart rate (HRmax) (range 51-63%) and ran at 70% HRmax (range 64-76%) (...)
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  34.  31
    The Perception of Ethical Dilemmas in Clinical Practice.Gary J. Foulk, M. Jan Keffer & Harry L. Keffer - 1998 - International Journal of Applied Philosophy 12 (1):79-87.
    The empirical diagnosis presented in this paper is based on interviews with nurse practitioners and physicians designed to elicit their perceptions of the nature and role of ethical dilemmas in clinical practice. Having selected five of these perceptions or views which were common and significant. the philosophical therapy offered consists in, first, a general discussion of ethical dilemmas, and second, a critical analysis of each of the five views with the aim of pointing out confusions and errors, the recognition of (...)
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  35.  45
    Book Review Section 1. [REVIEW]George L. Dowd, Timothy Leonard, Theodore Brameld, Walter P. Krolieowski, Arnold M. Rothstein, Robert L. Reid, Edward Rutkowski, Hayden R. Smith, Cheryl Ann Opacinch, Judith Stevens, Harry L. Summerfield & C. L. Smith - 1974 - Educational Studies 5 (3):137-148.
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  36.  87
    The Appeal to Expert Opinion: Quantitative Support for a Bayesian Network Approach.Adam J. L. Harris, Ulrike Hahn, Jens K. Madsen & Anne S. Hsu - 2016 - Cognitive Science 40 (6):1496-1533.
    The appeal to expert opinion is an argument form that uses the verdict of an expert to support a position or hypothesis. A previous scheme-based treatment of the argument form is formalized within a Bayesian network that is able to capture the critical aspects of the argument form, including the central considerations of the expert's expertise and trustworthiness. We propose this as an appropriate normative framework for the argument form, enabling the development and testing of quantitative predictions as to how (...)
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  37.  96
    Because Hitler did it! Quantitative tests of Bayesian argumentation using ad hominem.Adam J. L. Harris, Anne S. Hsu & Jens K. Madsen - 2012 - Thinking and Reasoning 18 (3):311 - 343.
    Bayesian probability has recently been proposed as a normative theory of argumentation. In this article, we provide a Bayesian formalisation of the ad Hitlerum argument, as a special case of the ad hominem argument. Across three experiments, we demonstrate that people's evaluation of the argument is sensitive to probabilistic factors deemed relevant on a Bayesian formalisation. Moreover, we provide the first parameter-free quantitative evidence in favour of the Bayesian approach to argumentation. Quantitative Bayesian prescriptions were derived from participants' stated subjective (...)
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  38.  15
    Interpersonal utility and children's social inferences from shared preferences.Madison L. Pesowski, Lindsey J. Powell, Mina Cikara & Adena Schachner - 2023 - Cognition 232 (C):105344.
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  39.  88
    From Simulation to Folk Psychology: The Case for Development.Paul L. Harris - 1992 - Mind and Language 7 (1-2):120-144.
  40. The Work of the Imagination.Paul L. Harris - 2000 - Wiley-Blackwell.
    This book demonstrates how children's imagination makes a continuing contribution to their cognitive and emotional development.
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  41.  9
    Logic, God and Metaphysics.James Franklin Harris & Bowman L. Clarke (eds.) - 1992 - Dordrecht, Boston, London: Kluwer Academic Publishers.
    The title of this volume -- Logic, God and Metaphysics -- is carefully chosen and, at the same time, descriptive of its main focus. In the twentieth century, the interests of most philosophers and theologians have fallen into only one of the three areas indicated -- logic, god or metaphysics. Since much of Anglo-American philosophy in this century has been analytic and antimetaphysical because of the influence of positivism, there have been few attempts at continuing metaphysical inquiry. In the early (...)
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  42.  17
    Young Children's Understanding of Pretense.Paul L. Harris & Robert D. Kavanaugh - 1993
  43. (1 other version)The Basis of Epistemic Trust: Reliable Testimony or Reliable Sources?Paul L. Harris & Melissa A. Koenig - 2007 - 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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  44.  27
    Psychopathy as a taxon: evidence that psychopaths are a discrete class.G. T. Harris, M. E. Rice & V. L. Quinsey - 1994 - Journal of Consulting and Clinical Psychology 62 (2):387-397.
    Taxometric analyses were applied to the construct of psychopathy (as measured by the Psychopathy Checklist) and to several variables reflecting antisocial childhood, adult criminality, and criminal recidivism. Subjects were 653 serious offenders assessed or treated in a maximum-security institution. Results supported the existence of a taxon underlying psychopathy. Childhood problem behaviors provided convergent evidence for the existence of the taxon. Adult criminal history variables were continuously distributed and were insufficient in themselves to detect the taxon.
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  45.  76
    Children's use of counterfactual thinking in causal reasoning.Paul L. Harris, Tim German & Patrick Mills - 1996 - Cognition 61 (3):233-259.
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  46.  15
    Investigação em células estaminais, pessoa e senciência.L. Borlotti & J. Harris - 2006 - Critica.
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  47.  18
    Stimulus generalization as a function of contextual stimuli.Harry Helson & Lloyd L. Avant - 1967 - Journal of Experimental Psychology 73 (4p1):565.
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  48.  16
    Do Social Constraints Inhibit Analytical Atheism? Cognitive Style and Religiosity in Turkey.Catherine L. Caldwell-Harris, Sevil Hocaoğlu & Jonathan Morgan - 2020 - Journal of Cognition and Culture 20 (1-2):1-21.
    Recent studies claim that having an analytical cognitive style is correlated with reduced religiosity in western populations. However, in cultural contexts where social norms constrain behavior, such cognitive characteristics may have reduced influence on behaviors and beliefs. We labeled this the ‘constraining environments hypothesis.’ In a sample of 246 Muslims in Turkey, the hypothesis was supported for gender. Females face social pressure to be religious. Unlike their male counterparts, they were more religious, less analytical, and their analytical scores were uncorrelated (...)
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  49.  46
    17 What do children learn from testimony?Paul L. Harris - 2002 - In Peter Carruthers, Stephen P. Stich & Michael Siegal (eds.), The Cognitive Basis of Science. New York: Cambridge University Press. pp. 316.
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  50.  16
    Notes and Correspondence.Harry Elmer Barnes, Edward Kremers, George Sarton, T. L. Davis & Lynn Thorndike - 1928 - Isis 10 (1):47-58.
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