Results for 'Laurie R. Read'

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  1.  47
    Nurses' Responses to Initial Moral Distress in Long-Term Care.Marie P. Edwards, Susan E. McClement & Laurie R. Read - 2013 - Journal of Bioethical Inquiry 10 (3):325-336.
    While researchers have examined the types of ethical issues that arise in long-term care, few studies have explored long-term care nurses’ experiences of moral distress and fewer still have examined responses to initial moral distress. Using an interpretive description approach, 15 nurses working in long-term care settings within one city in Canada were interviewed about their responses to experiences of initial moral distress, resources or supports they identified as helpful or potentially helpful in dealing with these situations, and factors that (...)
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  2.  18
    Motivation is not enough.Derek E. Lyons, Webb Phillips & Laurie R. Santos - 2005 - Behavioral and Brain Sciences 28 (5):708-708.
    Tomasello et al. provide a new account of cultural uniqueness, one that hinges on a uniquely human motivation to share intentionality with others. We favor an alternative to this motivational account – one that relies on a modular explanation of the primate intention-reading system. We discuss this view in light of recent comparative experiments using competitive intention-reading tasks.
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  3.  16
    Neurochemistry Predicts Convergence of Written and Spoken Language: A Proton Magnetic Resonance Spectroscopy Study of Cross-Modal Language Integration.Stephanie N. Del Tufo, Stephen J. Frost, Fumiko Hoeft, Laurie E. Cutting, Peter J. Molfese, Graeme F. Mason, Douglas L. Rothman, Robert K. Fulbright & Kenneth R. Pugh - 2018 - Frontiers in Psychology 9:378667.
    Recent studies have provided evidence of associations between neurochemistry and reading (dis)ability (Pugh et al., 2014). Based on a long history of studies indicating that fluent reading entails the automatic convergence of the written and spoken forms of language and our recently proposed Neural Noise Hypothesis (Hancock et al., 2017), we hypothesized that individual differences in cross-modal integration would mediate, at least partially, the relationship between neurochemical concentrations and reading. Cross-modal integration was measured in 231 children using a two-alternative forced (...)
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  4.  22
    Domain-specific knowledge in human children and non-human primates: Artifacts and foods.Laurie R. Santos, Marc D. Hauser & Elizabeth S. Spelke - 2002 - In Marc Bekoff, Colin Allen & Gordon M. Burghardt (eds.), The Cognitive Animal: Empirical and Theoretical Perspectives on Animal Cognition. MIT Press. pp. 205--216.
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  5.  35
    Object individuation using property/kind information in rhesus macaques.Laurie R. Santos, Gregory M. Sulkowski, Geertrui M. Spaepen & Marc D. Hauser - 2002 - Cognition 83 (3):241-264.
  6. Why We Did It Again.Laurie R. Godfrey & Andrew J. Petto - 2007 - In A. J. Petto & L. R. Godfrey (eds.), Scientists Confront Intelligent Design and Creationism. Norton. pp. 13.
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  7.  17
    Object representation as a central issue in cognitive science.Laurie R. Santos & Bruce M. Hood - 2009 - In Bruce M. Hood & Laurie Santos (eds.), The Origins of Object Knowledge. Oxford University Press. pp. 1--23.
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  8. Object representation as a central issue in cognitive science.Laurie R. Santos & Hood & M. Bruce - 2009 - In Bruce M. Hood & Laurie R. Santos (eds.), The Origins of Object Knowledge. Oxford University Press.
     
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  9.  3
    Recognition and categorization of biologically significant objects by rhesus monkeys (Macaca mulatta): the domain of food.Laurie R. Santos, Marc D. Hauser & Elizabeth S. Spelke - 2001 - Cognition 82 (2):127-155.
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  10.  13
    The chimpanzee's mind: How noble in reason? How absent of ethics.Daniel J. Povinelli & Laurie R. Godfrey - 1993 - In Matthew Nitecki & Doris Nitecki (eds.), Evolutionary Ethics. Suny Press. pp. 227--324.
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  11.  8
    What do monkeys know about others’ knowledge?Lindsey A. Drayton & Laurie R. Santos - 2018 - Cognition 170 (C):201-208.
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  12.  30
    The origins of belief representation: Monkeys fail to automatically represent others’ beliefs.Alia Martin & Laurie R. Santos - 2014 - Cognition 130 (3):300-308.
  13.  26
    Evidence for kind representations in the absence of language: Experiments with rhesus monkeys.Webb Phillips & Laurie R. Santos - 2007 - Cognition 102 (3):455-463.
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  14.  9
    Do non-human primates really represent others’ ignorance? A test of the awareness relations hypothesis.Daniel J. Horschler, Laurie R. Santos & Evan L. MacLean - 2019 - Cognition 190 (C):72-80.
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  15. Why teach evolution.Andrew J. Petto & Laurie R. Godfrey - 2007 - In A. J. Petto & L. R. Godfrey (eds.), Scientists Confront Intelligent Design and Creationism. Norton. pp. 405--41.
     
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  16. The evolutionary ancestry of our knowledge of tools: from percepts to concepts.Marc D. Hauser & Laurie R. Santos - 2007 - In Eric Margolis & Stephen Laurence (eds.), Creations of the Mind: Theories of Artifacts and Their Representaion. Oxford University Press. pp. 267--288.
     
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  17.  53
    Ecology, domain specificity, and the origins of theory of mind: Is competition the catalyst?Derek E. Lyons & Laurie R. Santos - 2006 - Philosophy Compass 1 (5):481–492.
    In the nearly 30 years since Premack and Woodruff famously asked, “Does the chimpanzee have a theory of mind?”, the question of exactly how much non‐human primates understand about the mental lives of others has had an unusually dramatic history. As little as ten years ago it appeared that the answer would be a simple one, with early investigations of non‐human primates’ mentalistic abilities yielding a steady stream of negative findings. Indeed, by the mid‐1990s even very cautious researchers were ready (...)
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  18.  14
    The origins of object knowledge.Bruce M. Hood & Laurie R. Santos (eds.) - 2009 - Oxford: Oxford University Press.
    Do humans start life with the capacity to detect and mentally represent the objects around them? Or is our object knowledge instead derived only as the result of prolonged experience with the external world? Are we simply able to perceive objects by watching their actions in the world, or do we have to act on objects ourselves in order to learn about their behavior? Finally, do we come to know all aspects of objects in the same way, or are some (...)
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  19.  8
    Ecology, Domain Specificity, and the Origins of Theory of Mind: Is Competition the Catalyst?Derek E. Lyons & Laurie R. Santos - 2006 - Philosophy Compass 1 (5):481-492.
    In the nearly 30 years since Premack and Woodruff famously asked, “Does the chimpanzee have a theory of mind?”, the question of exactly how much non-human primates understand about the mental lives of others has had an unusually dramatic history. As little as ten years ago it appeared that the answer would be a simple one, with early investigations of non-human primates’ mentalistic abilities yielding a steady stream of negative findings. Indeed, by the mid-1990s even very cautious researchers were ready (...)
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  20.  18
    Understanding the role of mirror neurons in action understanding will require more than a domain-general account.Alia Martin & Laurie R. Santos - 2014 - Behavioral and Brain Sciences 37 (2):211-211.
  21.  2
    How do non-human primates represent others' awareness of where objects are hidden?Daniel J. Horschler, Laurie R. Santos & Evan L. MacLean - 2021 - Cognition 212 (C):104658.
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  22. Spatiotemporal priority as a fundamental principle of object persistence.Jonathan I. Flombaum, Brian J. Scholl & Laurie R. Santos - 2009 - In Bruce M. Hood & Laurie Santos (eds.), The Origins of Object Knowledge. Oxford University Press. pp. 135--164.
     
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  23. Spatiotemporal priority as a fundamental principle of object persistence.Jonathan I. Flombaum, Brian J. Scholl & Santos & R. Laurie - 2009 - In Bruce M. Hood & Laurie R. Santos (eds.), The Origins of Object Knowledge. Oxford University Press.
     
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  24.  87
    The Dynamical Approach to Spacetime Theories.Harvey R. Brown & James Read - 2021 - In Eleanor Knox & Alistair Wilson (eds.), The Routledge Companion to Philosophy of Physics.
    We review the dynamical approach to spacetime theories---in particular, its origins in the development of special relativity, its opposition to the contemporary `geometrical' approach, and the manner in which it plays out in general relativity. In addition, we demonstrate that the approach is compatible with the `angle bracket school'.
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  25.  70
    Clarifying possible misconceptions in the foundations of general relativity.Harvey R. Brown & James Read - unknown
    We discuss what we take to be three possible misconceptions in the foundations of general relativity, relating to: the interpretation of the weak equivalence principle and the relationship between gravity and inertia; the connection between gravitational redshift results and spacetime curvature; and the Einstein equivalence principle and the ability to ``transform away" gravity in local inertial coordinate systems.
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  26.  12
    Do Dogs Prefer Helpers in an Infant-Based Social Evaluation Task?Katherine McAuliffe, Michael Bogese, Linda W. Chang, Caitlin E. Andrews, Tanya Mayer, Aja Faranda, J. Kiley Hamlin & Laurie R. Santos - 2019 - Frontiers in Psychology 10.
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  27. Immunoassays of steroids on saliva.R. Vining, R. McGinley, F. Read & D. Riad-Fahmy - forthcoming - Alpha Omega.
     
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  28.  33
    Core knowledge and its limits: The domain of food.Kristin Shutts, Kirsten F. Condry, Laurie R. Santos & Elizabeth S. Spelke - 2009 - Cognition 112 (1):120-140.
  29.  3
    When Naïve Pedagogy Breaks Down: Adults Rationally Decide How to Teach, but Misrepresent Learners’ Beliefs.Rosie Aboody, Joey Velez-Ginorio, Laurie R. Santos & Julian Jara-Ettinger - 2023 - Cognitive Science 47 (3):e13257.
    From early in childhood, humans exhibit sophisticated intuitions about how to share knowledge efficiently in simple controlled studies. Yet, untrained adults often fail to teach effectively in real‐world situations. Here, we explored what causes adults to struggle in informal pedagogical exchanges. In Experiment 1, we first showed evidence of this effect, finding that adult participants failed to communicate their knowledge to naïve learners in a simple teaching task, despite reporting high confidence that they taught effectively. Using a computational model of (...)
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  30.  20
    Another way to learn about teaching: What dogs can tell us about the evolution of pedagogy.Angie M. Johnston, Katherine McAuliffe & Laurie R. Santos - 2015 - Behavioral and Brain Sciences 38.
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  31.  18
    Getting to Best: Efficiency versus Optimality in Negotiation.Elaine B. Hyder, Michael J. Prietula & Laurie R. Weingart - 2000 - Cognitive Science 24 (2):169-204.
    Negotiation between two individuals is a common task that typically involves two goals: maximize individual outcomes and obtain an agreement. However, research on the simplest negotiation tasks demonstrates that although naive subjects can be induced to improve their performance, they are often no more likely to achieve fully optimal solutions. The present study tested the prediction that a decrease in a particular type of argumentative behavior, substantiation, would result in an increase in optimal agreements. As substantiation behaviors depend primarily on (...)
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  32.  9
    Capuchin monkeys do not show human-like pricing effects.Rhia Catapano, Nicholas Buttrick, Jane Widness, Robin Goldstein & Laurie R. Santos - 2014 - Frontiers in Psychology 5:111567.
    Recent work in judgment and decision-making has shown that a good’s price can have irrational effects on people’s preferences. People tend to prefer goods that cost more money and assume that such expensive goods will be more effective, even in cases where the price of the good is itself arbitrary. Although much work has documented the existence of these pricing effects, unfortunately little work has addressed where these price effects come from in the first place. Here we use a comparative (...)
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  33.  58
    Three Common Misconceptions in General Relativity.Harvey R. Brown & James Read - unknown
    We highlight and resolve what we take to be three common misconceptions in general relativity, relating to the interpretation of the weak equivalence principle and the relationship between gravity and inertia; the connection between gravitational redshift results and spacetime curvature; and the strong equivalence principle and the local recovery of special relativity in curved, dynamical spacetime.
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  34.  20
    Emoticons in text may function like gestures in spoken or signed communication.Laurie Beth Feldman, Cecilia R. Aragon, Nan-Chen Chen & Judith F. Kroll - 2017 - Behavioral and Brain Sciences 40.
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  35.  5
    Experimental practices in economics: A methodological challenge for psychologists?-Open Peer Commentary-Varying the scale of financial incentives under real and hypothetical conditions.R. Hertwig, A. Ortmann, C. A. Holt & S. K. Laury - 2001 - Behavioral and Brain Sciences 24 (3):417-417.
    The use of high hypothetical payoffs has been justified by the realism and relevance of large monetary consequences and by the impracticality of making high cash payments. We argue that subjects may not be able to imagine how they would behave in high payoff situations.
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  36.  72
    An examination of differences in ethical decision-making between canadian business students and accounting professionals.Jeffrey R. Cohen, Laurie W. Pant & David J. Sharp - 2001 - Journal of Business Ethics 30 (4):319 - 336.
    This study investigates the differences in individuals'' ethical decision making between Canadian university business students and accounting professionals. We examine the differences in three measures known to be important in the ethical decision-making process: ethical awareness, ethical orientation, and intention to perform questionable acts. We tested for differences in these three measures in eight different questionable actions among three groups: students starting business studies, those in their final year of university, and professional accountants.The measures of awareness capture the extent to (...)
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  37.  72
    Two miracles of general relativity.James Read, Harvey R. Brown & Dennis Lehmkuhl - 2018 - Studies in History and Philosophy of Science Part B: Studies in History and Philosophy of Modern Physics 64:14-25.
    We approach the physics of \emph{minimal coupling} in general relativity, demonstrating that in certain circumstances this leads to violations of the \emph{strong equivalence principle}, which states that, in general relativity, the dynamical laws of special relativity can be recovered at a point. We then assess the consequences of this result for the \emph{dynamical perspective on relativity}, finding that potential difficulties presented by such apparent violations of the strong equivalence principle can be overcome. Next, we draw upon our discussion of the (...)
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  38.  14
    The diversification of developmental biology.Nathan Crowe, Michael R. Dietrich, Beverly S. Alomepe, Amelia F. Antrim, Bay Lauris ByrneSim & Yi He - 2015 - Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 53:1-15.
  39.  48
    The nonconsciousness of self-consciousness.Jay G. Hull, Laurie B. Slone, Karen B. Meteyer & Amanda R. Matthews - 2002 - Journal of Personality and Social Psychology 83 (2):406-424.
  40.  52
    Stem cell research in a catholic institution: Yes or no?Michael R. Prieur, Joan Atkinson, Laurie Hardingham, David Hill, Gillian Kernaghan, Debra Miller, Sandy Morton, Mary Rowell, John F. Vallely & Suzanne Wilson - 2006 - Kennedy Institute of Ethics Journal 16 (1):73-98.
    : Catholic teaching has no moral difficulties with research on stem cells derived from adult stem cells or fetal cord blood. The ethical problem comes with embryonic stem cells since their genesis involves the destruction of a human embryo. However, there seems to be significant promise of health benefits from such research. Although Catholic teaching does not permit any destruction of human embryos, the question remains whether researchers in a Catholic institution, or any researchers opposed to destruction of human embryos, (...)
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  41.  26
    The Ethics of Engaged Presence: A Framework for Health Professionals in Humanitarian Assistance and Development Work.Matthew R. Hunt, Lisa Schwartz, Christina Sinding & Laurie Elit - 2014 - Developing World Bioethics 14 (1):47-55.
    In this article, we present an ethics framework for health practice in humanitarian and development work: the ethics of engaged presence. The ethics of engaged presence framework aims to articulate in a systematic fashion approaches and orientations that support the engagement of expatriate health care professionals in ways that align with diverse obligations and responsibilities, and promote respectful and effective action and relationships. Drawn from a range of sources, the framework provides a vocabulary and narrative structure for examining the moral (...)
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  42.  24
    Depressive symptoms related to low fractional anisotropy of white matter underlying the right ventral anterior cingulate in older adults with atherosclerotic vascular disease.Kelly R. Bijanki, Joy T. Matsui, Helen S. Mayberg, Vincent A. Magnotta, Stephan Arndt, Hans J. Johnson, Peg Nopoulos, Sergio Paradiso, Laurie M. McCormick, Jess G. Fiedorowicz, Eric A. Epping & David J. Moser - 2015 - Frontiers in Human Neuroscience 9.
  43.  44
    Putting presuppositions on the table: Why the foundations matter.Paul R. Boehlke, Laurie M. Knapp & Rachel L. Kolander - 2006 - Zygon 41 (2):415-426.
    Abstract. Over time scientists have developed an effective investigative process that includes the acceptance of particular basic presuppositions, methods, content, and theories. T he deeply held presuppositions are the philosophical foundation of scientific thought and do much to define the field’s worldview. These fundamental assumptions can be esoteric for many and can become a source of conflict when they are not commonly shared with other points of view. Such presuppositions affect the observations, the conclusions drawn, and the positions taken. Furthermore, (...)
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  44. Identifying the innocent bystander-a field-study of unconscious transference.Jd Read & R. Hammersley - 1986 - Bulletin of the Psychonomic Society 24 (5):350-350.
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  45. Royal college of defence studies ma/diploma international studies: Term 2 2004 united kingdom.Essential Reading, J. Paxman, C. Aslet, R. Colls, P. Hitchens & A. Marr - 2000 - Theory and Society 29:575-608.
     
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  46. T.S. Khun, après la Structure. Khun: Wittgenstein des sciences?, le.R. Read - 2003 - Archives de Philosophie 66 (3):463-479.
     
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  47. " The Riddle of the New Riddle": Or, Goodmanic Method Applied to Goodman.R. Read - 1998 - Journal of Thought 33:49-74.
     
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  48.  47
    Cultural and socioeconomic constraints on international codes of ethics: Lessons from accounting. [REVIEW]Jeffrey R. Cohen, Laurie W. Pant & David J. Sharp - 1992 - Journal of Business Ethics 11 (9):687 - 700.
    This paper provides a framework for the examination of cultural and socioeconomic factors that could impede the acceptance and implementation of a profession's international code of conduct. We apply it to the Guidelines on Ethics for Professional Accountants issued by the International Federation of Accountants (1990). To examine the cultural effects, we use Hofstede's (1980a) four work-related values: power distance, uncertainty avoidance, individualism, and masculinity. The socioeconomic factors are the level of development of the profession and the availability of economic (...)
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  49.  41
    The Ethics of Engaged Presence: A Framework for Health Professionals in Humanitarian Assistance and Development Work.Matthew R. Hunt, Lisa Schwartz, Christina Sinding & Laurie Elit - 2012 - Developing World Bioethics 12 (3):47-55.
    In this article, we present an ethics framework for health practice in humanitarian and development work: the ethics of engaged presence. The ethics of engaged presence framework aims to articulate in a systematic fashion approaches and orientations that support the engagement of expatriate health care professionals in ways that align with diverse obligations and responsibilities, and promote respectful and effective action and relationships. Drawn from a range of sources, the framework provides a vocabulary and narrative structure for examining the moral (...)
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  50.  32
    Beyond bean counting: Establishing high ethical standards in the public accounting profession. [REVIEW]Jeffrey R. Cohen & Laurie W. Pant - 1991 - Journal of Business Ethics 10 (1):45 - 56.
    Business professions are increasingly faced with the question of how to best monitor the ethical behavior of their members. Conflicts could exist between a profession's desire to self-regulate and its accountability to the public at large. This study examines how members of one profession, public accounting, evaluate the relative effectiveness of various self-regulatory and externally imposed mechanisms for promoting a climate of high ethical behavior. Specifically, the roles of independent public accountants, regulatory and rule setting agencies, and undergraduate accounting education (...)
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