Results for 'S. Elizabeth'

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  1.  14
    The Authorship of the Culex.S. Elizabeth Jackson - 1911 - Classical Quarterly 5 (03):163-.
    The object of the following paper is to examine in detail the relations between the contents of the poem called the Culex and the acknowledged writings of Virgil. The reader will find that these relations are more numerous and far more intimate than has hitherto been pointed out. They seem to warrant an inference as to the authorship of the poem, which in itself may claim high probability, and which when combined with the external evidence appears to the present writer (...)
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  2. Perceiving and reasoning about objects: Insights from infants.Elizabeth S. Spelke & Gretchen A. Van de Walle - 1993 - In Naomi Eilan, Rosaleen McCarthy & Bill Brewer (eds.), Spatial representation: problems in philosophy and psychology. Blackwell.
     
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  3. Is women's labor a commodity?Elizabeth S. Anderson - 1990 - Philosophy and Public Affairs 19 (1):71-92.
  4.  79
    Socrates' Daimonic Art: Love for Wisdom in Four Platonic Dialogues.Elizabeth S. Belfiore - 2012 - Cambridge: Cambridge University Press.
    Despite increasing interest in the figure of Socrates and in love in ancient Greece, no recent monograph studies these topics in all four of Plato's dialogues on love and friendship. This book provides important new insights into these subjects by examining Plato's characterization of Socrates in Symposium, Phaedrus, Lysis and the often neglected Alcibiades I. It focuses on the specific ways in which the philosopher searches for wisdom together with his young interlocutors, using an art that is 'erotic', not in (...)
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  5.  95
    The Democratic University: The Role of Justice in the Production of Knowledge*: ELIZABETH S. ANDERSON.Elizabeth S. Anderson - 1995 - Social Philosophy and Policy 12 (2):186-219.
    What is the proper role of politics in higher education? Many policies and reforms in the academy, from affirmative action and a multicultural curriculum to racial and sexual harassment codes and movements to change pedagogical styles, seek justice for oppressed groups in society. They understand justice to require a comprehensive equality of membership: individuals belonging to different groups should have equal access to educational opportunities; their interests and cultures should be taken equally seriously as worthy subjects of study, their persons (...)
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  6.  53
    Patterns of Moral Complexity.Elizabeth S. Anderson - 1990 - Philosophical Review 99 (3):472.
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  7. Acali and Acid, Oil and Vinegar: Hume on Contrary Passions.Elizabeth S. Radcliffe - 2017 - In Robert Stern & Alix Cohen (eds.), Thinking about the Emotions : A Philosophical History. Oxford: Oxford University Press. pp. 150-171.
    In this paper, I present a close study of Hume’s treatment of contrary passions, asking questions about his description of the psychology of emotional difference and opposition. In treating this topic, I examine two opposed, but noteworthy, psychological functions that Hume imputes to human beings: sympathy and comparison. In brief, sympathy is the mechanism by which we share others’ feelings, and comparison is the function of our minds by which we find ourselves feeling passions opposed to others’ experiences. Sympathy can (...)
     
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  8. John Stuart mill and experiments in living.Elizabeth S. Anderson - 1991 - Ethics 102 (1):4-26.
  9.  15
    Tragic Pleasures: Aristotle on Plot and Emotion.Elizabeth S. Belfiore - 1992
    Of other ancient writers, call into question the traditional view that katharsis in the Poetics is a homeopathic process - one in which pity and fear affect emotions like themselves. She maintains, instead, that Aristotle considered katharsis to be an allopathic process in which pity and fear purge the soul of shameless, antisocial, and aggressive emotions. While exploring katharsis, Tragic Pleasures analyzes the closely related question of how the Poetics treats the.
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  10. The evolution and ontogeny of ordinal numerical ability.Elizabeth M. Brannon & Herbert S. Terrace - 2002 - In Marc Bekoff, Colin Allen & Gordon M. Burghardt (eds.), The Cognitive Animal: Empirical and Theoretical Perspectives on Animal Cognition. MIT Press. pp. 197--204.
     
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  11.  6
    On Paradox: The Claims of Theory.Elizabeth S. Anker - 2022 - Duke University Press.
    In _On Paradox_ literary and legal scholar Elizabeth S. Anker contends that faith in the logic of paradox has been the cornerstone of left intellectualism since the second half of the twentieth century. She attributes the ubiquity of paradox in the humanities to its appeal as an incisive tool for exposing and dismantling hierarchies. Tracing the ascent of paradox in theories of modernity, in rights discourse, in the history of literary criticism and the linguistic turn, and in the transformation (...)
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  12. The Democratic University: The Role of Justice in the Production of Knowledge.Elizabeth S. Anderson - 1995 - Social Philosophy and Policy 12 (2):186-219.
  13.  21
    Depressive symptoms and use of perspective taking within a communicative context.Elizabeth S. Nilsen & David Duong - 2013 - Cognition and Emotion 27 (2):335-344.
    Our language system is ambiguous in that the same utterance can be interpreted in different ways depending on the intention of the speaker. For example, the phrase, “Nice job!” can be interpreted a...
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  14.  70
    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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  15. 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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  16. Moral internalism and moral cognitivism in Hume’s metaethics.Elizabeth S. Radcliffe - 2006 - Synthese 152 (3):353 - 370.
    Most naturalists think that the belief/desire model from Hume is the best framework for making sense of motivation. As Smith has argued, given that the cognitive state (belief) and the conative state (desire) are separate on this model, if a moral judgment is cognitive, it could not also be motivating by itself. So, it looks as though Hume and Humeans cannot hold that moral judgments are states of belief (moral cognitivism) and internally motivating (moral internalism). My chief claim is that (...)
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  17.  66
    Dancing with the Gods: The Myth of the Chariot in Plato's Phaedrus.Elizabeth S. Belfiore - 2006 - American Journal of Philology 127 (2):185-217.
  18.  74
    Hume’s Psychology of the Passions: The Literature and Future Directions.Elizabeth S. Radcliffe - 2015 - Journal of the History of Philosophy 53 (4):565-605.
    in a recent article entitled “Hume on the Passions,” Stephen Buckle opens with the claim that Hume’s theory of the passions has largely been neglected. “Apart from a couple of famous sections in the Treatise concerning the sources of action,” he writes, “the subject matter has rarely excited interest.”1 His analysis of why the subject of the passions in Hume has been uninspiring points to the fact that readers have largely misunderstood the point of Hume’s theory. They usually regard the (...)
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  19.  70
    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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  20. Core knowledge.Elizabeth S. Spelke & Katherine D. Kinzler - 2007 - Developmental Science 10 (1):89-96.
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  21. Mill's Utilitarianism: Critical Essays.Elizabeth S. Anderson, F. R. Berger, David O. Brink, D. G. Brown, Amy Gutmann, Peter Railton, J. O. Urmson & Henry R. West (eds.) - 1997 - Rowman & Littlefield Publishers.
    John Stuart Mill's Utilitarianism continues to serve as a rich source of moral and theoretical insight. This collection of articles by top scholars offers fresh interpretations of Mill's ideas about happiness, moral obligation, justice, and rights. Applying contemporary philosophical insights, the articles challenge the conventional readings of Mill, and, in the process, contribute to a deeper understanding of utilitarian theory as well as the complexity of moral life.
     
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  22. Jill Lepore “Just the Facts, Ma'am,” March 24, 2008. A history of history and fiction.Elizabeth Barnes, W. B. Berthoff, Charles Brockden Brown’S. Historical‘Sketches & Leo Braudy - 1985 - Journal of the History of Ideas 46:405-416.
     
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  23. 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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  24. Racial Integration As a Compelling Interest.Elizabeth S. Anderson - unknown
    The premise of this symposium is that the principle and ideal developed in Brown v. Board of Education2 and its successor cases lie at the heart of the rationale for affirmative action in higher education. The principle of the school desegregation cases is that racial segregation is an injustice that demands remediation. The ideal of the school desegregation cases is that racial integration is a positive good, without which “the dream of one Nation, indivisible”3 cannot be realized. Both the principle (...)
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  25. What makes us Smart? Core knowledge and natural language.Elizabeth S. Spelke - 2003 - In Dedre Getner & Susan Goldin-Meadow (eds.), Language in Mind: Advances in the Study of Language and Thought. MIT Press. pp. 277--311.
  26. Hume on the Generation of Motives: Why Beliefs Alone Never Motivate.Elizabeth S. Radcliffe - 1999 - Hume Studies 25 (1-2):101-122.
    Hume’s thesis that reason alone does not motivate is taken as the ground for this theory: Reason produces beliefs only, and beliefs are mere representations of fact, which, without passions for the objects the beliefs concern, cannot move anyone at all. Discussions of the Humean theory of motivation usually begin with the motivating passions in place without asking about their genesis. This emphasis, I think, overlooks a good deal of what Hume’s thesis concerning the motivational impotence of reason is about: (...)
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  27.  69
    Love and benevolence in Hutcheson's and Hume's theories of the passions.Elizabeth S. Radcliffe - 2004 - British Journal for the History of Philosophy 12 (4):631 – 653.
  28.  8
    Postcritical Reading, the Lyric, and Ali Smith's How to be Both.Elizabeth S. Anker - 2017 - Diacritics 45 (4):16-42.
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  29. 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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  30. 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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  31. Hume on Motivating Sentiments, the General Point of View, and the Inculcation of "Morality".Elizabeth S. Radcliffe - 1994 - Hume Studies 20 (1):37-58.
    That Hume 's theory can be interpreted in two widely divergent ways-as a version of sentimentalism and as an ideal observer theory-is symptomatic of a puzzle ensconced in Hume 's theory. How can the ground of morality be internal and motivating when an inference to the feelings of a spectator in "the general point of view" is typically necessary to get to genuine moral distinctions? This paper considers and rejects the suggestion that in moral education, for Hume, the inculcation of (...)
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  32.  52
    Hume’s better argument for motivational skepticism.Elizabeth S. Radcliffe & Richard McCarty - 2018 - Philosophical Explorations 21 (1):76-89.
    On a standard interpretation, Hume argued that reason is not practical, because its operations are limited to “demonstration” and “probability.” But recent critics claim that by limiting reason’s operations to only these two, his argument begs the question. Despite this, a better argument for motivational skepticism can be found in Hume’s text, one that emphasizes reason’s inability to generate motive force against contrary desires or passions. Nothing can oppose an impulse but a contrary impulse, Hume believed, and reason cannot generate (...)
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  33.  69
    Reasons From The Humean Perspective.Elizabeth S. Radcliffe - 2012 - Philosophical Quarterly 62 (249):777-796.
    Humeans about practical reasoning have tried to explain how some of our desires are reason‐giving and some are not. On one account, we act from reasons only when we act on desires that cohere in a consistent set. On another account, we act on reasons only when we act on desires that do not undermine our values. Both accounts are problematic. First, the notion of a consistent set of desires is vague and introduces a criterion not necessarily rooted in the (...)
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  34.  85
    Language and number: a bilingual training study.Elizabeth S. Spelke - 2001 - Cognition 78 (1):45-88.
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  35.  46
    Hutcheson's Perceptual and Moral Subjectivism.Elizabeth S. Radcliffe - 1986 - History of Philosophy Quarterly 3 (4):407 - 421.
  36. Hume on the Psychology of Public Persuasion.Elizabeth S. Radcliffe - 2023 - Cosmos + Taxis 12 (1+2):32-44.
    Political figures engage rhetoric and exalted speech to excite the imagination, stir up the emotions, and prompt their listeners to embrace and act on an ideological perspective. However, there is more to excellent public oratory than eloquence. Rational persuasion is also a key component, emphasizing facts, evidence, and reasoning. Hume acknowledges that rational persuasion alone is not terribly effective in the public arena. His corpus contains many references to eloquence. Dispassionate delivery of evidence does not have the psychological impact of (...)
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  37. Sex Differences in Intrinsic Aptitude for Mathematics and Science?Elizabeth S. Spelke - unknown
    This article considers 3 claims that cognitive sex differ- ences account for the differential representation of men and women in high-level careers in mathematics and sci- ence: (a) males are more focused on objects from the beginning of life and therefore are predisposed to better learning about mechanical systems; (b) males have a pro- file of spatial and numerical abilities producing greater aptitude for mathematics; and (c) males are more variable in their cognitive abilities and therefore predominate at the upper (...)
     
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  38. Conceptual precursors to language.Elizabeth S. Spelke & Susan J. Hespos - unknown
    Because human languages vary in sound and meaning, children must learn which distinctions their language uses. For speech perception, this learning is selective: initially infants are sensitive to most acoustic distinctions used in any language1–3, and this sensitivity reflects basic properties of the auditory system rather than mechanisms specific to language4–7; however, infants’ sensitivity to non-native sound distinctions declines over the course of the first year8. Here we ask whether a similar process governs learning of word meanings. We investigated the (...)
     
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  39.  96
    The inertness of reason and Hume’s legacy.Elizabeth S. Radcliffe - 2012 - Canadian Journal of Philosophy 42 (S1):117-133.
    Hume argues against the seventeenth-century rationalists that reason is impotent to motivate action and to originate morality. Hume's arguments have standardly been considered the foundation for the Humean theory of motivation in contemporary philosophy. The Humean theory alleges that beliefs require independent desires to motivate action. Recently, however, new commentaries allege that Hume's argument concerning the inertness of reason has no bearing on whether beliefs can motivate. These commentaries maintain that for Hume, beliefs about future pleasurable and painful objects on (...)
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  40.  35
    Plural and Conflicting Values.Elizabeth S. Anderson - 1992 - Philosophical Review 101 (4):931.
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  41.  30
    The Contaminations of Global Capital.Elizabeth S. Anker - 2008 - Theory and Event 11 (3).
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  42. Kantian Tunes on a Humean Instrument: Why Hume Is Not Really a Skeptic about Practical Reasoning.Elizabeth S. Radcliffe - 1997 - Canadian Journal of Philosophy 27 (2):247 -.
    The theory that practical reasoning is wholly instrumental says that the only practical function of reason is to tell agents the means to their ends, while their ends are fixed by something other than reason itself. In this essay I argue that Hume has an instrumentalist theory of practical reasoning. This thesis may sound as unexciting as the contention that Kant is a rationalist about morality. For who would have thought otherwise? After all, isn't the ‘instrumentalist’ line in contemporary discussions (...)
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  43. Reason, Morality, and Hume’s “Active Principles”: Comments on Rachel Cohon’s Hume’s Morality: Feeling and Fabrication.Elizabeth S. Radcliffe - 2008 - Hume Studies 34 (2):267-276.
    Rachel Cohon's Hume is a moral sensing theorist, who holds both that moral qualities are mind-dependent and that there is such a thing as moral knowledge. He is an anti-rationalist about motivation, arguing that reason alone does not motivate, but allows that both beliefs and passions are motivating. And he is both a descriptive and a normative moral theorist who, despite having resources for putting checks on our sentimentally-based moral evaluations, does end up with a kind of a relativistic account (...)
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  44.  28
    Transforming Good Intentions into Social Impact: A Case on the Creation and Evolution of a Social Enterprise.Elizabeth A. R. Fowler, Betty S. Coffey & Heather R. Dixon-Fowler - 2019 - Journal of Business Ethics 159 (3):665-678.
    Process models are valuable conceptual tools to help in understanding the approaches to value creation in social enterprises. This teaching case illustrates the application of a process model about creating, building, and sustaining a social enterprise with a mission to provide clean water to communities in need. The social enterprise generates revenue in support of community water projects and works with community stakeholders in different locations throughout the world to provide sustainable clean water solutions. The case study uses primary data (...)
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  45. Large number discrimination in 6-month-old infants.Fei Xu & Elizabeth S. Spelke - 2000 - Cognition 74 (1):1-11.
    Six-month-old infants discriminate between large sets of objects on the basis of numerosity when other extraneous variables are controlled, provided that the sets to be discriminated differ by a large ratio (8 vs. 16 but not 8 vs. 12). The capacities to represent approximate numerosity found in adult animals and humans evidently develop in human infants prior to language and symbolic counting.
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  46. Natural number and natural geometry.Elizabeth S. Spelke - 2011 - In Stanislas Dehaene & Elizabeth Brannon (eds.), Space, Time and Number in the Brain. Oxford University Press. pp. 287--317.
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  47.  42
    Core multiplication in childhood.Elizabeth S. Spelke - 2010 - Cognition 116 (2):204-216.
  48.  11
    Exploring the mechanisms behind farmers’ perceptions of nutrient loss risk.Elizabeth R. Schwab, Robyn S. Wilson & Margaret M. Kalcic - 2021 - Agriculture and Human Values 38 (3):839-850.
    Harmful algal blooms in Lake Erie’s western basin are caused in large part by nutrient loss from agricultural production. While use of nutrient management practices is encouraged to reduce agricultural nutrient loss and its consequent environmental impacts, such practices are not universally adopted. This study aims to better understand the factors that influence western Lake Erie basin farmers’ risk perceptions associated with agricultural nutrient loss, and thus further our knowledge of how adoption of nutrient management practices may be increased. We (...)
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  49.  12
    Don't throw the individual perspective out while waiting for systemic change.Elizabeth S. Collier, Kathryn L. Harris, Michael Jecks & Marcus Bendtsen - 2023 - Behavioral and Brain Sciences 46:e154.
    Although it is clear that i-frame approaches cannot stand alone, the impact of s-frame changes can plateau. Combinations of these approaches may best reflect what we know about behavior and how to support behavioral change. Interactions between i-frame and s-frame thinking are explored here using two examples: alcohol consumption and meat consumption.
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  50.  27
    The role of future unpredictability in human risk-taking.Elizabeth M. Hill, Lisa Thomson Ross & Bobbi S. Low - 1997 - Human Nature 8 (4):287-325.
    Models of risk-taking as used in the social sciences may be improved by including concepts from life history theory, particularly environmental unpredictability and life expectancy. Community college students completed self-report questionnaires measuring these constructs along with several well-known correlates. The frequency of risk-taking was higher for those with higher future unpredictability beliefs and shorter lifespan estimates (as measured by the Future Lifespan Assessment developed for this study), and unpredictability beliefs remained significant after accounting for standard predictors, such as sex and (...)
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