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Paul L. Harris [48]Paul A. Harris [28]Paul Harris [19]Paul G. Harris [14]
Paula Harris [1]
  1. 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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  2.  18
    Young Children's Understanding of Pretense.Paul L. Harris & Robert D. Kavanaugh - 1993
  3.  48
    Understanding Mortality and the Life of the Ancestors in Rural Madagascar.Rita Astuti & Paul L. Harris - 2008 - Cognitive Science 32 (4):713-740.
    Across two studies, a wide age range of participants was interviewed about the nature of death. All participants were living in rural Madagascar in a community where ancestral beliefs and practices are widespread. In Study 1, children (8–17 years) and adults (19–71 years) were asked whether bodily and mental processes continue after death. The death in question was presented in the context of a narrative that focused either on the corpse or on the ancestral practices associated with the afterlife. Participants (...)
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  4.  91
    From Simulation to Folk Psychology: The Case for Development.Paul L. Harris - 1992 - Mind and Language 7 (1-2):120-144.
  5.  62
    Children's Acceptance of Conflicting Testimony: The Case of Death.Paul Harris & Marta Giménez - 2005 - Journal of Cognition and Culture 5 (1-2):143-164.
    Children aged 7 and 11 years were interviewed about death in the context of two different narratives. Each narrative described the death of a grandparent but one narrative provided a secular context whereas the other provided a religious context. Following each narrative, children were asked to judge whether various bodily and mental processes continue to function after death, and to justify their judgment. Children displayed two different conceptions of death. They often acknowledged that functioning ceases at death and offered appropriate (...)
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  6. The Ontogenesis of Trust.Fabrice Clément, Melissa Koenig & Paul Harris - 2004 - Mind and Language 19 (4):360-379.
    Psychologists have emphasized children's acquisition of information through firsthand observation. However, many beliefs are acquired from others' testimony. In two experiments, most 4yearolds displayed sceptical trust in testimony. Having heard informants' accurate or inaccurate testimony, they anticipated that informants would continue to display such differential accuracy and they trusted the hitherto reliable informant. Yet they ignored the testimony of the reliable informant if it conflicted with what they themselves had seen. By contrast, threeyearolds were less selective in trusting a reliable (...)
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  7.  80
    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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  8.  67
    Stick to the script: The effect of witnessing multiple actors on children’s imitation.Patricia A. Herrmann, Cristine H. Legare, Paul L. Harris & Harvey Whitehouse - 2013 - Cognition 129 (3):536-543.
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  9.  11
    Caregiving, Cultural, and Cognitive Perspectives on Secure-base Behavior and Working Models: New Growing Points of Attachment Theory and Research.John H. Flavell, Janet W. Astington, Paul L. Harris, Eleanor R. Flavell & Frances L. Green - 1995
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  10.  31
    Children’s imagination and belief: Prone to flights of fancy or grounded in reality?Jonathan D. Lane, Samuel Ronfard, Stéphane P. Francioli & Paul L. Harris - 2016 - Cognition 152 (C):127-140.
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  11.  28
    Shall I Trust You? From Child–Robot Interaction to Trusting Relationships.Cinzia Di Dio, Federico Manzi, Giulia Peretti, Angelo Cangelosi, Paul L. Harris, Davide Massaro & Antonella Marchetti - 2020 - Frontiers in Psychology 11.
    Studying trust in the context of human-robot interaction is of great importance given the increasing relevance and presence of robotic agents in the social sphere, including educational and clinical. We investigated the acquisition, loss and restoration of trust when preschool and school-age children played with either a human or a humanoid robot in-vivo. The relationship between trust and the representation of the quality of attachment relationships, Theory of Mind, and executive function skills was also investigated. Additionally, to outline children’s beliefs (...)
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  12. (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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  13.  72
    Young Children's Theory of Mind and Emotion.Paul L. Harris, Carl N. Johnson, Deborah Hutton, Giles Andrews & Tim Cooke - 1989 - Cognition and Emotion 3 (4):379-400.
  14.  81
    ‘I Don't Know’: Children's Early Talk About Knowledge.Paul L. Harris, Bei Yang & Yixin Cui - 2017 - Mind and Language 32 (3):283-307.
    Children's utterances from late infancy to 3 years of age were examined to infer their conception of knowledge. In Study 1, the utterances of two English-speaking children were analysed and in Study 2, the utterances of a Mandarin-speaking child were analysed – in both studies, for their use of the verb know. Both studies confirmed that know and not know were used to affirm, query or deny knowledge, especially concerning an ongoing topic of conversation. References to a third party were (...)
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  15.  52
    Judgments About Fact and Fiction by Children From Religious and Nonreligious Backgrounds.Kathleen H. Corriveau, Eva E. Chen & Paul L. Harris - 2015 - Cognitive Science 39 (2):353-382.
    In two studies, 5- and 6-year-old children were questioned about the status of the protagonist embedded in three different types of stories. In realistic stories that only included ordinary events, all children, irrespective of family background and schooling, claimed that the protagonist was a real person. In religious stories that included ordinarily impossible events brought about by divine intervention, claims about the status of the protagonist varied sharply with exposure to religion. Children who went to church or were enrolled in (...)
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  16. Young Children Treat Robots as Informants.Cynthia Breazeal, Paul L. Harris, David DeSteno, Jacqueline M. Kory Westlund, Leah Dickens & Sooyeon Jeong - 2016 - Topics in Cognitive Science 8 (2):481-491.
    Children ranging from 3 to 5 years were introduced to two anthropomorphic robots that provided them with information about unfamiliar animals. Children treated the robots as interlocutors. They supplied information to the robots and retained what the robots told them. Children also treated the robots as informants from whom they could seek information. Consistent with studies of children's early sensitivity to an interlocutor's non-verbal signals, children were especially attentive and receptive to whichever robot displayed the greater non-verbal contingency. Such selective (...)
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  17.  47
    17 What do children learn from testimony?Paul L. Harris - 2002 - In Peter Carruthers, Stephen P. Stich & Michael Siegal, The Cognitive Basis of Science. New York: Cambridge University Press. pp. 316.
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  18.  67
    Psychological and Deontic Concepts: Separate Domains or Intimate Connection?María Núñez & Paul L. Harris - 1998 - Mind and Language 13 (2):153-170.
    Despite recent research showing that children rapidly interpret human action in terms of intention, a long tradition of empirical research on moral development and recent conceptual analyses of the deontic domain suggest that children do not apply their understanding of intention to the deontic domain. However, two experiments are described showing that children do make that connection. Preschool children heard stories in which a protagonist was obliged to meet a particular condition if an action was to be taken (e.g. obliged (...)
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  19.  26
    13 Desires, beliefs, and language.Paul Harris - 1996 - In Peter Carruthers & Peter K. Smith, Theories of Theories of Mind. New York: Cambridge University Press. pp. 200.
  20.  36
    Young Children’s Deference to a Consensus Varies by Culture and Judgment Setting.Kathleen H. Corriveau, Elizabeth Kim, Ge Song & Paul L. Harris - 2013 - Journal of Cognition and Culture 13 (3-4):367-381.
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  21.  75
    Dualism Revisited: Body vs. Mind vs. Soul.Rebekah Richert & Paul Harris - 2008 - Journal of Cognition and Culture 8 (1-2):99-115.
    A large, diverse sample of adults was interviewed about their conception of the ontological and functional properties of the mind as compared to the soul. The existence of the mind was generally tied to the human lifecycle of conception, birth, growth and death, and was primarily associated with cognitive as opposed to spiritual functions. In contrast, the existence of the soul was less systematically tied to the lifecycle and frequently associated with spiritual as opposed to cognitive functions. Participants were also (...)
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  22.  21
    Epistemic justifications for belief in the unobservable: The impact of minority status.Telli Davoodi, Yixin Kelly Cui, Jennifer M. Clegg, Fang E. Yan, Ayse Payir, Paul L. Harris & Kathleen H. Corriveau - 2020 - Cognition 200 (C):104273.
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  23.  77
    Infants Understand How Testimony Works.Paul L. Harris & Jonathan D. Lane - 2014 - Topoi 33 (2):443-458.
    Children learn about the world from the testimony of other people, often coming to accept what they are told about a variety of unobservable and indeed counter-intuitive phenomena. However, research on children’s learning from testimony has paid limited attention to the foundations of that capacity. We ask whether those foundations can be observed in infancy. We review evidence from two areas of research: infants’ sensitivity to the emotional expressions of other people; and their capacity to understand the exchange of information (...)
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  24.  52
    The Ghost in My Body: Children's Developing Concept of the Soul.Rebekah Richert & Paul Harris - 2006 - Journal of Cognition and Culture 6 (3-4):409-427.
    Two experiments were conducted to explore whether children, who have been exposed to the concept of the soul, differentiate the soul from the mind. In the first experiment, 4- to 12-year-old children were asked about whether a religious ritual affects the mind, the brain, or the soul. The majority of the children claimed that only the soul was different after baptism. In a follow-up study, 6- to 12-year-old children were tested more explicitly on what factors differentiate the soul from the (...)
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  25.  55
    Checking our sources: the origins of trust in testimony.Paul L. Harris - 2002 - Studies in History and Philosophy of Science Part A 33 (2):315-333.
    Developmental psychologists have often portrayed young children as stubborn autodidacts who ignore the testimony of others. Yet the basic design of the human cognitive system indicates an early ability to co-ordinate information derived from first-hand observation with information derived from testimony. There is no obvious tendency to favour the former over the latter. Indeed, young children are relatively poor at monitoring whether they learned something from observation or from testimony. Moreover, the processes by which children and adults understand and remember (...)
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  26.  34
    Longitudinal change and longitudinal stability of individual differences in children's emotion understanding.Francisco Pons & Paul Harris - 2005 - Cognition and Emotion 19 (8):1158-1174.
  27. Mental Simulation.Paul L. Harris - 1995 - Cambridge: Blackwell.
     
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  28.  48
    Training children’s theory-of-mind: A meta-analysis of controlled studies.Stefan G. Hofmann, Stacey N. Doan, Manuel Sprung, Anne Wilson, Chad Ebesutani, Leigh A. Andrews, Joshua Curtiss & Paul L. Harris - 2016 - Cognition 150 (C):200-212.
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  29. Imagining and pretending.Paul L. Harris - 1995 - In Mental Simulation. Cambridge: Blackwell.
     
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  30.  71
    Early understanding of emotion: Evidence from natural language.Henry M. Wellman, Paul L. Harris, Mita Banerjee & Anna Sinclair - 1995 - Cognition and Emotion 9 (2):117-149.
    Young children's early understanding of emotion was investigated by examining their use of emotion terms such as happy, sad, mud, and cry. Five children's emotion language was examined longitudinally from the age of 2 to 5 years, and as a comparison their reference to pains via such terms as burn, sting, and hurt was also examined. In Phase 1 we confirmed and extended prior findings demonstrating that by 2 years of age terms for the basic emotions of happiness, sadness, anger, (...)
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  31.  46
    Oxygen and the Soul: Children's Conception of Invisible Entities.Silvia Guerrero, Ileana Enesco & Paul Harris - 2010 - Journal of Cognition and Culture 10 (1-2):123-151.
    In two studies, children's concepts of various types of ordinarily unobservable entities were examined. Study 1 confirmed earlier findings in showing that children aged 4–9 years are confident of the existence of scientific entities such as germs as well as religious beings such as God. At the same time, both age groups are skeptical of the existence of various mythical beings such as mermaids. In Study 2, older children aged 10–12 years were probed for their concepts of religious as compared (...)
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  32.  52
    First-person current.Paul L. Harris - 1993 - Behavioral and Brain Sciences 16 (1):48-49.
  33.  60
    Persisting effects of instruction on young children's syllogistic reasoning with incongruent and abstract premises.Hilary J. Leevers & Paul L. Harris - 1999 - Thinking and Reasoning 5 (2):145 – 173.
    Studies of reasoning have often invoked a distinction between a natural or ordinary consideration of the premises, in which they are interpreted, and even distorted, in the light of empirical knowledge, and an analytic or logical consideration of the premises, in which they are analysed in a literal fashion for their logical implications. Two or three years of schooling have been seen as critical for the spontaneous use of analytic reasoning. In two experiments, however, 4-year-olds who were given brief instructions (...)
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  34.  67
    Entitled to Trust? Philosophical Frameworks and Evidence from Children.Caitlin A. Cole, Paul L. Harris & Melissa A. Koenig - 2012 - Analyse & Kritik 34 (2):195-216.
    How do children acquire beliefs from testimony? In this chapter, we discuss children's trust in testimony, their sensitivity to and use of defeaters, and their appeals to positive reasons for trusting what other people tell them. Empirical evidence shows that, from an early age, children have a tendency to trust testimony. However, this tendency to trust is accompanied by sensitivity to cues that suggest unreliability, including inaccuracy of the message and characteristics of the speaker. Not only are children sensitive to (...)
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  35.  46
    The veridicality assumption.Paul L. Harris - 2001 - Mind and Language 16 (3):247–262.
    Writers on cognitive development differ on whether children are naturally inclined to maintain a veridical conception of the world or whether such an inclination emerges only gradually in the course of development. In either case, however, it is assumed that there is a consistent premium on veridicality. I argue against that assumption. Three different contexts are examined in which successful cognitive performance depends on temporarily setting aside what is known to be the case: counterfactual thinking, syllogistic reasoning and the comprehension (...)
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  36.  56
    The Itinerant Theorist: Nature and Knowledge/Ecology and Topology in Michel Serres.Paul A. Harris - 1997 - Substance 26 (2):37.
  37.  97
    Fairness, Responsibility, and Climate Change.Paul G. Harris - 2003 - Ethics and International Affairs 17 (1):149-156.
    Most literature on the ethics of global warming focuses on the obligations of industrialized states to reduce their emissions of greenhouse gases and to help poor countries do likewise. These books are no exception, arguing that the issue is a matter of international justice and equity.
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  38.  58
    (1 other version)Misplaced Ethics of Climate Change: Political vs. Environmental Geography.Paul G. Harris - 2010 - Ethics, Policy and Environment 13 (2):215-222.
    Climate change diplomacy is routinely characterized by preoccupation with narrow and short-term perceived national interests rather than the pressing need to mitigate global warming and respond agg...
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  39.  29
    Parents’ Beliefs about Their Influence on Children’s Scientific and Religious Views: Perspectives from Iran, China and the United States.Niamh McLoughlin, Telli Davoodi, Yixin Kelly Cui, Jennifer M. Clegg, Paul L. Harris & Kathleen H. Corriveau - 2021 - Journal of Cognition and Culture 21 (1-2):49-75.
    Parents in Iran, China and the United States were asked 1) about their potential influence on their children’s religious and scientific views and 2) to consider a situation in which their children expressed dissent. Iranian and US parents endorsed their influence on the children’s beliefs in the two domains. By contrast, Chinese parents claimed more influence in the domain of science than religion. Most parents spoke of influencing their children via Parent-only mechanisms in each domain, although US parents did spontaneously (...)
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  40.  81
    Abraham Lincoln and Harry Potter: Children’s differentiation between historical and fantasy characters.Kathleen H. Corriveau, Angie L. Kim, Courtney E. Schwalen & Paul L. Harris - 2009 - Cognition 113 (2):213-225.
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  41.  98
    ‘Getting Rich is Glorious’: Environmental Values in the People's Republic of China.Paul G. Harris - 2004 - Environmental Values 13 (2):145-165.
    Pollution and overuse of resources in China have profound implications for the Chinese people and the world. Globalisation may be partly to blame for this situation, but it is hardly the only explanation. China has been overusing its resources for centuries. Traditional values appear to offer environmentally benign guidance for China's economic development, but they are largely impotent in the face of now-pervasive values manifested in Western-style consumption. Government policies go some way toward addressing this problem, but what may be (...)
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  42. Introduction.Paul A. Harris, Arkadiusz Misztal & Jo Alyson Parker - 2021 - In Arkadiusz Misztal, Paul Harris & Jo Alyson Parker, Time in variance. Boston: Brill.
     
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  43.  25
    International Obligation and Human Health: Evolving Policy Responses to HIV/AIDS.Paul G. Harris & Patricia Siplon - 2001 - Ethics and International Affairs 15 (2):29-52.
    The world is in the early stages of what will be the greatest health crisis since the advent of modern medical technologies. Millions of people—particularly people in many of the world's poor countries—are infected with HIV. The vast majority of these people will go without modern medical intervention or substantial treatment, and will rapidly develop AIDS. The extent of this problem presents profound moral and ethical questions for the world's wealthy people and countries, for it is they who are most (...)
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  44.  34
    Children's Ideas About What Can Really Happen: The Impact of Age and Religious Background.Ayse Payir, Niamh Mcloughlin, Yixin Kelly Cui, Telli Davoodi, Jennifer M. Clegg, Paul L. Harris & Kathleen H. Corriveau - 2021 - Cognitive Science 45 (10):e13054.
    Five‐ to 11‐year‐old U.S. children, from either a religious or secular background, judged whether story events could really happen. There were four different types of stories: magical stories violating ordinary causal regularities; religious stories also violating ordinary causal regularities but via a divine agent; unusual stories not violating ordinary causal regularities but with an improbable event; and realistic stories not violating ordinary causal regularities and with no improbable event. Overall, children were less likely to judge that religious and magical stories (...)
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  45.  30
    Lectures on the Principles of Political Obligation and Other Writings.Paul Harris & John Morrow (eds.) - 1986 - Cambridge University Press.
    This book contains the political writing of T. H. Green and selections from those of his ethical writings which bear on his political philosophy. Green's best known work, Lectures on the Principles of Political Obligation, is included in full, as are the essay on freedom and the lecture 'Liberal Legislation and Freedom of Contract'. There are also extracts from Green's lectures on the English Revolution and from the Prolegomena to Ethics, and a number of previously unpublished essays and notes. All (...)
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  46.  87
    William James, 'the world of sense' and trust in testimony.Paul L. Harris & Rebekah A. Richert - 2008 - Mind and Language 23 (5):536-551.
    Abstract: William James argued that we ordinarily think of the objects that we can observe—things that belong to 'the world of sense'—as having an unquestioned reality. However, young children also assert the existence of entities that they cannot ordinarily observe. For example, they assert the existence of germs and souls. The belief in the existence of such unobservable entities is likely to be based on children's broader trust in other people's testimony about objects and situations that they cannot directly observe (...)
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  47.  36
    Emotion Understanding in Clinically Anxious Children: A Preliminary Investigation.Patrick K. Bender, Francisco Pons, Paul L. Harris, Barbara H. Esbjørn & Marie L. Reinholdt-Dunne - 2015 - Frontiers in Psychology 6.
  48.  9
    On Political Obligation.Paul Harris - 1990 - Routledge.
    First published in 1990. The individual's obligation to obey the law, the state and the government is a fundamental part of contemporary political theory. The contributors to this volume, drawn from a variety of disciplines including philosophy, political science and law, take a fresh look at the dilemmas of political obligation. They discuss the extent to which we should allow the need for conformity to override individual liberties, and ask whether individualism is indeed feasible without a highly developed sense of (...)
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  49.  52
    Introduction.David F. Bell, Pierre Cassou-Noguès, Paul A. Harris & Eric Méchoulan - 2019 - Substance 48 (1):3-4.
    Periodically, we take stock of SubStance and provide a brief statement regarding initiatives and priorities in the journal's interests. Three years ago, we announced that "Exploring hybrid writing with theoretical impact is at the center of our current preoccupations."1 Since that time, the journal has made significant changes. This issue marks our fourth issue of publishing with Johns Hopkins University Press in a transition that recognizes our new publisher as a leader among university presses.Our plan also expressed our intent to (...)
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  50.  33
    Turning Water into Wine.Consuelo Orozco-Giraldo & Paul L. Harris - 2019 - Journal of Cognition and Culture 19 (3-4):219-243.
    Young children judge that violations of ordinary, causal constraints are impossible. Yet children’s religious beliefs typically include the assumption that such violations can occur via divine agency in the form of miracles. We conducted two studies to examine this potential conflict. In Study 1, we invited 5- and 6-year-old Colombian children attending either a secular or a religious school to judge what is and is not possible. Children made their judgments either following a minimal prompt or following a reminder of (...)
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