Results for 'Nancy W. Sheehan'

937 found
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  1.  6
    Logical concept attainment during the aging years.Frank H. Hooper & Nancy W. Sheehan - 1977 - In Willis F. Overton & Jeanette McCarthy Gallagher (eds.), Knowledge and development. New York: Plenum Press. pp. 205--253.
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  2. Ethics in field‐based research: Ethical principles and relational considerations.Nancy W. Brickhouse - 1992 - Science Education 76 (1):93-103.
     
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  3.  39
    Categorization: A mechanism for rapid information processing.Nancy W. Ingling - 1972 - Journal of Experimental Psychology 94 (3):239.
  4.  31
    Evidence and warrants for belief in a college astronomy course.Nancy W. Brickhouse, Zoubeida R. Dagher, Harry L. Shipman & William J. Letts - 2002 - Science & Education 11 (6):573-588.
  5.  36
    Gender related issues in international development assistance for agriculture and rural life.Nancy W. Axinn - 1988 - Agriculture and Human Values 5 (1-2):69-76.
    In this paper, the author points out that although by-passed by international development assistance in many parts of the world, women have been providing skill and labor for agricultural production, as well as subsistence of food, water and firewood for their families. Some of the assumptions which have contributed to the marginal attention to women as agriculturalists in international development assistance programs are reviewed. Factors contributing to these assumptions, examples of achievements in development projects and persistent problems are discussed. Some (...)
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  6. Ethics in classroom‐based research.Nancy W. Brickhouse & Kenneth G. Tobin - 1992 - Science Education 76 (1):91-91.
     
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  7.  23
    Practical reasoning and science education: Implications for theory and practice.Nancy W. Brickhouse, William B. Stanley & James A. Whitson - 1993 - Science & Education 2 (4):363-375.
  8. Editorial: Celebrating 90 years of science education: Reflections on the gold standard and ways of promoting good research.Nancy W. Brickhouse - 2006 - Science Education 90 (1):1-7.
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  9. Response to good.Nancy W. Brickhouse & William B. Stanley - 1995 - Science Education 79 (3):337-339.
     
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  10. Elementary girls' science reading at home and school.Danielle J. Ford, Nancy W. Brickhouse, Pamela Lottero‐Perdue & Julie Kittleson - 2006 - Science Education 90 (2):270-288.
  11. Teaching sciences: The multicultural question revisited.William B. Stanley & Nancy W. Brickhouse - 2001 - Science Education 85 (1):35-49.
     
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  12. Changes in student views of religion and science in a college astronomy course.Harry L. Shipman, Nancy W. Brickhouse, Zoubeida Dagher & William J. Letts - 2002 - Science Education 86 (4):526-547.
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  13. What counts as successful instruction? an account of a teacher's self‐assessment.Nancy W. Brickhouse - 1993 - Science Education 77 (2):115-129.
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  14. Response to Ahlgren.William B. Stanley & Nancy W. Brickhouse - 1996 - Science Education 80 (3):365-366.
  15. Multiculturalism, universalism, and science education.William B. Stanley & Nancy W. Brickhouse - 1994 - Science Education 78 (4):387-398.
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  16. Windows on the Russian past, Essays on Soviet Historiography since Stalin.Samuel H. Baron & Nancy W. Heer - 1984 - Studies in Soviet Thought 28 (3):235-238.
     
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  17. Windows on the Russian Past.Samuel H. Baron & Nancy W. Heer - 1979 - Studies in Soviet Thought 20 (2):207-207.
  18. Science education without foundations: A response to Loving.William B. Stanley & Nancy W. Brickhouse - 1995 - Science Education 79 (3):349-354.
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  19. Learning on the job: The acquisition of scientific competence.Pamela S. Lottero‐Perdue & Nancy W. Brickhouse - 2002 - Science Education 86 (6):756-782.
     
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  20. Some special challenges facing a contemporary Catholic university.Peter W. Sheehan - 2002 - The Australasian Catholic Record 79 (2):131-139.
  21.  27
    Ulysses and Suture.Thomas W. Sheehan - 1994 - Semiotics:481-487.
  22. Interactive Team Cognition.Nancy J. Cooke, Jamie C. Gorman, Christopher W. Myers & Jasmine L. Duran - 2013 - Cognitive Science 37 (2):255-285.
    Cognition in work teams has been predominantly understood and explained in terms of shared cognition with a focus on the similarity of static knowledge structures across individual team members. Inspired by the current zeitgeist in cognitive science, as well as by empirical data and pragmatic concerns, we offer an alternative theory of team cognition. Interactive Team Cognition (ITC) theory posits that (1) team cognition is an activity, not a property or a product; (2) team cognition should be measured and studied (...)
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  23.  53
    The Public Sphere in Ulysses.Thomas W. Sheehan - 1995 - Semiotics:127-134.
  24. Assessment of mental imagery.Peter W. Sheehan, R. Ashton & K. White - 1983 - In Anees A. Sheikh (ed.), Imagery: Current Theory, Research, and Application. Wiley. pp. 189--221.
     
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  25.  13
    Theories of hypnosis – useful or necessary paths to truth?Peter W. Sheehan - 1986 - Behavioral and Brain Sciences 9 (3):483-483.
  26.  29
    Metaphor versus reality in the understanding of imagery: the path from function to structure.Peter W. Sheehan - 1979 - Behavioral and Brain Sciences 2 (4):567-568.
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  27.  45
    Femininity's Fugue.Thomas W. Sheehan - 1996 - Semiotics:38-42.
  28.  34
    (1 other version)10. Books of Critical Interest Books of Critical Interest (pp. 622-631).Nancy Fraser, Peter Schwenger, Robert Morris, Bruce Holsinger, Garrett Stewart, Kate McLoughlin, Fredric Jameson, Ian Hunter & W. J. T. Mitchell - 2008 - Critical Inquiry 34 (3):543-562.
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  29. Experimental Test of a Thermodynamic Paradox.D. P. Sheehan, D. J. Mallin, J. T. Garamella & W. F. Sheehan - 2014 - Foundations of Physics 44 (3):235-247.
    In 2000, a simple, foundational thermodynamic paradox was proposed: a sealed blackbody cavity contains a diatomic gas and a radiometer whose apposing vane surfaces dissociate and recombine the gas to different degrees (A $_{2} \rightleftharpoons $ 2A). As a result of differing desorption rates for A and A $_{2}$ , there arise between the vane faces permanent pressure and temperature differences, either of which can be harnessed to perform work, in apparent conflict with the second law of thermodynamics. Here we (...)
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  30. Isn't All of Oncology Hermeneutic?Nancy J. Moules, David W. Jardine, Graham P. McCaffrey & Christopher B. Brown - 2013 - Journal of Applied Hermeneutics 2013 (1).
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  31.  41
    Mentor-protégé relationships in graduate training: Some ethical concerns.W. Brad Johnson & Nancy Nelson - 1999 - Ethics and Behavior 9 (3):189 – 210.
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  32.  29
    Role of imagery in incidental learning: Replication and extension of an effect.Peter W. Sheehan - 1972 - Journal of Experimental Psychology 95 (1):226.
  33.  19
    Eidetic imagery: continuing to be an enigmatic phenomenon.Peter W. Sheehan - 1979 - Behavioral and Brain Sciences 2 (4):615-616.
  34. Hypnosis considered as an altered state of consciousness.Peter W. Sheehan - 1979 - In Geoffrey Underwood & Robin Stevens (eds.), Aspects of consciousness. New York: Academic Press. pp. 1.
     
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  35. Subjects' reports of confusion in consciousness and the arousal of imagery.P. W. Sheehan & S. E. Lewis - 1974 - Perceptual and Motor Skills 38:731-34.
  36.  55
    Hypnotic control of attention in the stroop task: A historical footnote.Colin M. MacLeod & Peter W. Sheehan - 2003 - Consciousness and Cognition 12 (3):347-353.
    have recently provided a compelling demonstration of enhanced attentional control under post-hypnotic suggestion. Using the classic color-word interference paradigm, in which the task is to ignore a word and to name the color in which it is printed (e.g., RED in green, say ''green''), they gave a post-hypnotic instruction to participants that they would be unable to read. This eliminated Stroop interference in high suggestibility participants but did not alter interference in low suggestibility participants. replicated this pattern and further demonstrated (...)
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  37.  37
    Conservatism revisited: Base rates, prior probabilities, and averaging strategies.Nancy Paule Melone & Timothy W. McGuire - 1996 - Behavioral and Brain Sciences 19 (1):36-37.
    Consistent with Koehler's position, we propose a generalization of the base rate fallacy and earlier conservatism literatures. In studies using both traditional tasks and new tasks based on ecologically valid base rates, our subjects typically underweight individuating information at least as much as they underweight base rates. The implications of cue consistency for averaging heuristics are discussed.
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  38.  10
    A comparison of the keypeck and treadle-press operants in the pigeon: Fixed-interval schedule of reinforcement.W. Kirk Richardson & Nancy Rainwater - 1979 - Bulletin of the Psychonomic Society 14 (5):333-336.
  39.  14
    Predicting Late Adolescent Anxiety From Early Adolescent Environmental Stress Exposure: Cognitive Control as Mediator.Nancy Tsai, Susanne M. Jaeggi, Jacquelynne S. Eccles, Olivia E. Atherton & Richard W. Robins - 2020 - Frontiers in Psychology 11:540101.
    Early exposure to stressful life events is associated with greater risk of chronic diseases and mental health problems, including anxiety. However, there is significant variation in how individuals respond to environmental adversity, perhaps due to individual differences in processing and regulating emotional information. Differences in cognitive control – processes necessary for implementing goal directed behavior – have been linked to both stress exposure and anxiety, but the directionality of these links is unclear. The present study investigated the longitudinal pathway of (...)
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  40. Grande Sertão: Veredas by João Guimarães Rosa.Felipe W. Martinez, Nancy Fumero & Ben Segal - 2013 - Continent 3 (1):27-43.
    INTRODUCTION BY NANCY FUMERO What is a translation that stalls comprehension? That, when read, parsed, obfuscates comprehension through any language – English, Portuguese. It is inevitable that readers expect fidelity from translations. That language mirror with a sort of precision that enables the reader to become of another location, condition, to grasp in English in a similar vein as readers of Portuguese might from João Guimarães Rosa’s GRANDE SERTÃO: VEREDAS. There is the expectation that translations enable mobility. That what (...)
     
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  41.  36
    The Critical Pragmatism of Alain Locke: A Reader on Value Theory, Aesthetics, Community, Culture, Race, and Education.Nancy Fraser, Astrid Franke, Sally J. Scholz, Mark Helbling, Judith M. Green, Richard Shusterman, Beth J. Singer, Jane Duran, Earl L. Stewart, Richard Keaveny, Rudolph V. Vanterpool, Greg Moses, Charles Molesworth, Verner D. Mitchell, Clevis Headley, Kenneth W. Stikkers, Talmadge C. Guy, Laverne Gyant, Rudolph A. Cain, Blanche Radford Curry, Segun Gbadegesin, Stephen Lester Thompson & Paul Weithman (eds.) - 1999 - Rowman & Littlefield Publishers.
    In its comprehensive overview of Alain Locke's pragmatist philosophy this book captures the radical implications of Locke's approach within pragmatism, the critical temper embedded in Locke's works, the central role of power and empowerment of the oppressed and the concept of broad democracy Locke employed.
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  42.  18
    Characteristics and Proportion of Dying Oregonians Who Personally Consider Physician-Assisted Suicide.Susan W. Tolle, Virginia P. Tilden, Linda L. Drach, Erik K. Fromme, Nancy A. Perrin & Katrina Hedberg - 2004 - Journal of Clinical Ethics 15 (2):111-118.
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  43. Intrinsic Ethics Regarding Integrated Assessment Models for Climate Management.Erich W. Schienke, Seth D. Baum, Nancy Tuana, Kenneth J. Davis & Klaus Keller - 2011 - Science and Engineering Ethics 17 (3):503-523.
    In this essay we develop and argue for the adoption of a more comprehensive model of research ethics than is included within current conceptions of responsible conduct of research (RCR). We argue that our model, which we label the ethical dimensions of scientific research (EDSR), is a more comprehensive approach to encouraging ethically responsible scientific research compared to the currently typically adopted approach in RCR training. This essay focuses on developing a pedagogical approach that enables scientists to better understand and (...)
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  44.  84
    Facial expression megamix: Tests of dimensional and category accounts of emotion recognition.Andrew W. Young, Duncan Rowland, Andrew J. Calder, Nancy L. Etcoff, Anil Seth & David I. Perrett - 1997 - Cognition 63 (3):271-313.
  45.  42
    Science for a New World. [REVIEW]W. D. Sheehan - 1935 - Thought: Fordham University Quarterly 10 (2):328-331.
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  46.  17
    Sentence recall with second stratum cues.Raymond W. Kulhavy, Nancy E. Thornton, T. Emerson Hancock & James M. Webb - 1990 - Bulletin of the Psychonomic Society 28 (4):285-286.
  47.  70
    Unsupervised Decoding of Long-Term, Naturalistic Human Neural Recordings with Automated Video and Audio Annotations.Nancy X. R. Wang, Jared D. Olson, Jeffrey G. Ojemann, Rajesh P. N. Rao & Bingni W. Brunton - 2016 - Frontiers in Human Neuroscience 10.
  48.  11
    The Science-Technology-Society (STS) Theme in Elementary School Science.Nancy M. Landes & Rodger W. Bybee - 1988 - Bulletin of Science, Technology and Society 8 (6):573-579.
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  49.  49
    Elizabeth Mitchell Armstrong is asso.Nancy Berlinger, Pauline W. Chen, Rebecca Dresser, Nancy Neveloff Dubler, Anne Lederman Flamm, Susan Gilbert, Mark A. Hall & Lisa H. Harris - forthcoming - Hastings Center Report.
  50.  20
    Gender, gender ideology, and animal rights advocacy.Charlotte C. Dunham, Nancy J. Bell & Charles W. Peek - 1996 - Gender and Society 10 (4):464-478.
    Research on women's preponderance among animal rights advocates explains it exclusively as a product of women's socialization, emphasizing a relational orientation of care and nurturing that extends to animals. The authors propose a more structural explanation: Women's experiences with structural oppression make them more disposed to egalitarian ideology, which creates concern for animal rights. Using data from a 1993 national sample, the authors find that an egalitarian gender ideology is a key difference in women's and men's routes to animal rights (...)
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