Results for 'Michael D. Hartline'

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  1.  60
    Codes of ethics among corporate research departments, marketing research firms, and data subcontractors: An examination of a three-communities metaphor. [REVIEW]O. C. Ferrell, Michael D. Hartline & Stephen W. McDaniel - 1998 - Journal of Business Ethics 17 (5):49-62.
    Despite the importance of the interorganizational nature of the marketing research process, very little research has addressed how research organizations differ and how they affect each other in the conduct of ethical marketing research. The purpose of this study is to examine differences among three typical participants in the research process: corporate research departments, marketing research firms, and data subcontractors. These organizations were examined with respect to having and enforcing internal codes of conduct and the awareness and enforcement of external (...)
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  2.  34
    Science without Numbers.Michael D. Resnik - 1983 - Noûs 17 (3):514-519.
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  3.  46
    Aspects of Scientific Explanation.Michael D. Resnik - 1966 - Philosophy and Phenomenological Research 27 (1):139-140.
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  4.  75
    Wittgenstein's notes on logic.Michael D. Potter - 2009 - New York: Oxford University Press.
    The book features the complete text of the Notesi in a critical edition, with a detailed discussion of the circumstances in which they were compiled, leading to ...
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  5.  34
    A Model of Knower‐Level Behavior in Number Concept Development.Michael D. Lee & Barbara W. Sarnecka - 2010 - Cognitive Science 34 (1):51-67.
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  6. Mathematics as a Science of Patterns.Michael D. Resnik & Stewart Shapiro - 1998 - British Journal for the Philosophy of Science 49 (4):652-656.
     
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  7.  24
    Drugs In Sport: Have They Practiced Too Hard? A Response to Schneider and Butcher.Michael D. Burke - 1997 - Journal of the Philosophy of Sport 24 (1):47-66.
  8.  26
    Serial modules in parallel: The psychological refractory period and perfect time-sharing.Michael D. Byrne & John R. Anderson - 2001 - Psychological Review 108 (4):847-869.
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  9.  24
    Number-knower levels in young children: Insights from Bayesian modeling.Michael D. Lee & Barbara W. Sarnecka - 2011 - Cognition 120 (3):391-402.
  10.  21
    Why Are No Animal Communication Systems Simple Languages?Michael D. Beecher - 2021 - Frontiers in Psychology 12.
    Individuals of some animal species have been taught simple versions of human language despite their natural communication systems failing to rise to the level of a simple language. How is it, then, that some animals can master a version of language, yet none of them deploy this capacity in their own communication system? I first examine the key design features that are often used to evaluate language-like properties of natural animal communication systems. I then consider one candidate animal system, bird (...)
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  11.  3
    Editor’s Introduction.Michael D. Burroughs - 2022 - Precollege Philosophy and Public Practice 4:1-3.
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  12.  17
    Lysenko Unemployed: Soviet Genetics after the Aftermath.Michael D. Gordin - 2018 - Isis 109 (1):56-78.
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  13.  73
    Between Mathematics and Physics.Michael D. Resnik - 1990 - PSA: Proceedings of the Biennial Meeting of the Philosophy of Science Association 1990:369 - 378.
    Nothing has been more central to philosophy of mathematics than the distinction between mathematical and physical objects. Yet consideration of quantum particles shows the inadequacy of the popular spacetime and causal characterizations of the distinction. It also raises problems for an assumption used recently by Field, Hellman and Horgan, namely, that the mathematical realm is metaphysically independent of the physical one.
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  14. Second-order Logic Still Wild.Michael D. Resnik - 1988 - Journal of Philosophy 85 (2):75-87.
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  15.  32
    Insomnia and the attribution process.Michael D. Storms & Richard E. Nisbett - 1970 - Journal of Personality and Social Psychology 16 (2):319-328.
    Gave 42 19-26 yr. old insomniac Ss placebo pills to take a few min. before going to bed. Some Ss were told that the pills would cause arousal, and others were told that the pills would reduce arousal. As predicted, arousal Ss got to sleep more quickly than they had on nights without the pills, presumably because they attributed their arousal to the pills rather than to their emotions, and as a consequence were less emotional. Also as predicted, relaxation Ss (...)
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  16. Revising Logic.Michael D. Resnik - 2004 - In Graham Priest, Jc Beall & Bradley P. Armour-Garb (eds.), The law of non-contradiction : new philosophical essays. New York: Oxford University Press.
  17.  22
    Professional Decision-Making in Research : The Validity of a New Measure.Michael D. Mumford, Alison L. Antes, Kari A. Baldwin, Jillon S. Vander Wal, Raymond C. Tait, John T. Chibnall & James M. DuBois - 2016 - Science and Engineering Ethics 22 (2):391-416.
    In this paper, we report on the development and validity of the Professional Decision-Making in Research measure, a vignette-based test that examines decision-making strategies used by investigators when confronted with challenging situations in the context of empirical research. The PDR was administered online with a battery of validity measures to a group of NIH-funded researchers and research trainees who were diverse in terms of age, years of experience, types of research, and race. The PDR demonstrated adequate reliability and parallel form (...)
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  18.  30
    A Qualitative Approach to Responsible Conduct of Research Training Development: Identification of Metacognitive Strategies.Michael D. Mumford, Elaine S. Godfrey, Sydney T. Sevier, Richard T. Marcy & Vykinta Kligyte - 2008 - Science and Engineering Ethics 14 (1):33-39.
    Although Responsible Conduct of Research training is common in the sciences, the effectiveness of RCR training is open to question. Three key factors appear to be particularly important in ensuring the effectiveness of ethics education programs: educational efforts should be tied to day-to-day practices in the field, educational efforts should provide strategies for working through the ethical problems people are likely to encounter in day-to-day practice, and educational efforts should be embedded in a broader program of on-going career development efforts. (...)
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  19.  2
    The trial.Michael D. Sollars - 2010 - In Harold Bloom Blake Hobby (ed.), Bloom's Literary Themes: Civil Disobedience. pp. 253.
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  20.  18
    A Lovelorn Orphan in a Cold World.Michael D. Stevenson & Sarah-Jane Brown - 2018 - Russell: The Journal of Bertrand Russell Studies 38:5-51.
    Bertrand Russell undertook an extended North American lecture tour in 1931 to raise funds for the Beacon Hill experimental school he operated with Dora Russell. To rectify the existing lack of scholarly analysis of the 1931 tour, this paper provides annotated transcriptions of twenty-eight letters Russell sent during the tour to Dora and to Patricia Spence, Russell’s mistress. These letters provide intriguing insights into the state of Russell’s financial and professional affairs and illuminate personal relationships he cultivated in the United (...)
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  21.  69
    Event-related potentials and recognition memory.Michael D. Rugg & Tim Curran - 2007 - Trends in Cognitive Sciences 11 (6):251-257.
  22.  11
    Introduction to Schutzian Research 11.Michael D. Barber - 2019 - Schutzian Research 11:7-8.
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  23.  37
    Others and Imagination in Reasoning and Argumentation: Improving our Critical Creative Capacity.Michael D. Baumtrog - 2017 - Informal Logic 37 (2):129-151.
    Contemporary argumentation theories highlight the importance of Others for contributing to and critiquing an individual’s reasoning and/or argumentation. Reasoners and arguers are encouraged to interact with imagined constructs such as a community of model interlocutors or universal audience. These model interlocutors are theoretically meant to bring to mind reasons and counter-considerations that may not have been conceived of otherwise so as to improve the overall quality of an instance of reasoning or argumentation. Overlooked, however, is the impact of differing individual’s (...)
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  24.  38
    Equality and diversity: phenomenological investigations of prejudice and discrimination.Michael D. Barber - 2001 - Amherst, N.Y.: Humanity Books.
  25. Harm to the unconceived.Michael D. Bayles - 1976 - Philosophy and Public Affairs 5 (3):292-304.
  26.  2
    The Problem of Evil.Michael D. Beaty - 1988 - Southwest Philosophy Review 4 (1):57-64.
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  27. Chapter 14. Peter Oliver.Michael D. Hattem - 2023 - In Marnie Hughes-Warrington & Daniel Woolf (eds.), History from loss: a global introduction to histories written from defeat, colonization, exile and imprisonment. New York: Routledge.
     
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  28.  35
    Reasoning and Arguing, Dialectically and Dialogically, Among Individual and Multiple Participants.Michael D. Baumtrog - 2018 - Argumentation 32 (1):77-98.
    Within three of the most well-known contemporary approaches to argumentation, the notions of solo argumentation and arguing with one’s self are given little attention and are typically argued to be able to be subsumed within the dialectical aspects of the approach being propounded. Challenging these claims, this paper has two main aims. The first is to argue that while dialogical argumentation may be most common, there exists individual dialectical argumentation, which is not so easily subsumed within these theories. Second, in (...)
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  29.  18
    Bayesian statistical inference in psychology: Comment on Trafimow (2003).Michael D. Lee & Eric-Jan Wagenmakers - 2005 - Psychological Review 112 (3):662-668.
  30. How philosophers trivialize art: Bleak house, oedipus Rex , "Leda and the Swan".Michael D. Hurley - 2009 - Philosophy and Literature 33 (1):pp. 107-125.
    In lieu of an abstract, here is a brief excerpt of the content:How Philosophers Trivialize Art: Bleak House, Oedipus Rex, "Leda and the Swan"Michael D. HurleyIIt is a Perverse but unsurprising irony that answers to the question of whether art can give us knowledge characteristically trivialize that which draws us to individual artworks in the first place. The experience of art is sidelined in favor of the apparent after-effect of that experience. Even those writing against each other tend to (...)
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  31. James Bohman, New Philosophy of Social Science, Problems of Indeterminacy Reviewed by.Michael D. Barber - 1994 - Philosophy in Review 14 (2):77-79.
  32.  47
    Philosophical ethics in early childhood: A pilot study.Michael D. Burroughs & Tugce B. Arda Tuncdemir - 2017 - Journal of Philosophy in Schools 4 (1):74-101.
    The Philosophical Ethics in Early Childhood project aims to advance knowledge of preschool children’s ethical understanding and explores the effectiveness of philosophical discussion of children’s literature and extension activities for fostering ethical development in early childhood. In this article we discuss results of our ethics education study with preschool children, including pre-post measurement of experimental and control groups and a 12-week educational intervention focusing on the themes of fairness, empathy, personal welfare and inclusion versus exclusion of peers. As compared to (...)
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  33.  45
    Attentional SNARC: There’s something special about numbers.Michael D. Dodd, Stefan Van der Stigchel, M. Adil Leghari, Gery Fung & Alan Kingstone - 2008 - Cognition 108 (3):810-818.
  34.  16
    The Pseudoscience Wars: Immanuel Velikovsky and the Birth of the Modern Fringe.Michael D. Gordin - 2012 - University of Chicago Press.
    Recounts the works of Immanuel Velikovsky and the controversies surrounding it, discussing his influence on the counterculture and debates with such luminaries as Carl Sagan.
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  35.  10
    American and English attitudes to scientific education during the nineteenth-century.Michael D. Stephens & Gordon W. Roderick - 1973 - Annals of Science 30 (4):435-456.
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  36.  4
    Self-diffusion mechanisms in sodium.Michael D. Feit - 1972 - Philosophical Magazine 25 (4):769-777.
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  37.  12
    Nineteenth century ventures in Liverpool's scientific education.Michael D. Stephens & Gordon W. Roderick - 1972 - Annals of Science 28 (1):61-86.
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  38.  20
    The later Victorians and scientific and technical education.Michael D. Stephens & Gordon W. Roderick - 1972 - Annals of Science 28 (4):385-400.
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  39.  72
    For theory and its others: Comment on Jay.Michael D. Kennedy - 1996 - Theory and Society 25 (2):185-192.
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  40.  7
    The Basic Components of Agreement.Michael D. Baumtrog - 2023 - Informal Logic 44 (2):257-279.
    Disagreement has garnered attention in a variety of academic disciplines, but its counterpart agreement is deserving of much more attention than it has received. This paper begins by reviewing some of the existing literature directly discussing agreement. Inspired by these conversations, I then provide a typology of basic types of agreement followed by a more general discussion of its nature. The aim of the paper is to provide conceptual clarifications and a framework for discussing and analyzing agreement wherever it may (...)
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  41. Predictive processing, perceiving and imagining: Is to perceive to imagine, or something close to it?Michael D. Kirchhoff - 2018 - Philosophical Studies 175 (3):751-767.
    This paper examines the relationship between perceiving and imagining on the basis of predictive processing models in neuroscience. Contrary to the received view in philosophy of mind, which holds that perceiving and imagining are essentially distinct, these models depict perceiving and imagining as deeply unified and overlapping. It is argued that there are two mutually exclusive implications of taking perception and imagination to be fundamentally unified. The view defended is what I dub the ecological–enactive view given that it does not (...)
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  42. Autopoiesis, free energy, and the life–mind continuity thesis.Michael D. Kirchhoff - 2018 - Synthese 195 (6):2519-2540.
    The life–mind continuity thesis is difficult to study, especially because the relation between life and mind is not yet fully understood, and given that there is still no consensus view neither on what qualifies as life nor on what defines mind. Rather than taking up the much more difficult task of addressing the many different ways of explaining how life relates to mind, and vice versa, this paper considers two influential accounts addressing how best to understand the life–mind continuity thesis: (...)
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  43.  12
    From Biotechnology to Nanotechnology: What Can We Learn from Earlier Technologies?Michael D. Mehta - 2004 - Bulletin of Science, Technology and Society 24 (1):34-39.
    Using Canada as a case study, this article argues that regulating biotechnology and nanotechnology is made unnecessarily complex and inherently unstable because of a failure to consult the public early and of-ten enough. Furthermore, it is argued that future regulators (and promoters) of nanotechnology may learn valuable lessons from the mistakes made in regulating biotechnology.
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  44.  5
    Ben Lazare Mijuskovic, "Theories of Consciousness and the Problem of Evil in the History of Ideas".Michael D. Bobo - 2024 - Philosophy in Review 44 (1):34-37.
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  45.  47
    Professional Power and Self-Regulation.Michael D. Bayles - 1986 - Business and Professional Ethics Journal 5 (2):26-46.
  46. Choices: An Introduction to Decision Theory.Michael D. Resnik - 1990 - Behavior and Philosophy 18 (2):73-78.
     
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  47.  28
    Phenomenology and Rigid Dualisms: Joachim Renn’s Critique of Alfred Schutz.Michael D. Barber - 2006 - Human Studies 29 (3):269-282.
    Joachim Renn argues that Schutz fails to integrate two fundamental strands in his work: phenomenology and pragmatism. Gaps between separated consciousnesses block synchronization and access to others, and objective symbol schemes, absorbed within the egological outlook, cannot bridge these gaps. Renn, however, construes phenomenology as practicing a solipsistic withdrawal of a self cut off from its environs, denies that contents correlative to individual intentional acts can be objective and common, and overlooks the intricacies of Schutz’s descriptive methodology. Furthermore, for Renn, (...)
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  48. If I were the teacher… qualitative study of attitude toward science.Michael D. Piburn & Dale R. Baker - 1993 - Science Education 77 (4):393-406.
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  49.  95
    A structuralist's involvement with modality.Michael D. Resnik - 1992 - Mind 101 (401):107-122.
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  50. Event-related potential studies of memory.Michael D. Rugg & Kevin Allan - 2000 - In Endel Tulving (ed.), The Oxford Handbook of Memory. Oxford University Press. pp. 521--537.
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