How to question

From Crossing the Sacred Sea [Cruzando el mar sagrado], 13th edition, by Nathan A. Strait

  1. (2017) Therapeutic conversations: therapists' use of observational language contributes to optimal therapeutic outcomes [p] [d]
  2. (2017) Recollection, belief and metacognition: a reality check [p] [d]
  3. (2017) Models and explanation [i] [d]
  4. (2017) Using a Bayesian network to clarify areas requiring research in a host–pathogen system [d]
  5. (2017) Pragmatism and engineering [i] [d]
  6. (2017) Rethinking knowledge: the heuristic view [i] [d]
  7. (2017) Confronting the 'seeker of newspaper notoriety': pathological lying, the public, and the press, 1890–1920 [d]
  8. (2017) Science, lies and video-taped experiments [d]
  9. (2017) Seeing what you want to see: how imprecise uncertainty ranges enhance motivated reasoning [d]
  10. (2017) Pragmatism and justice [i] [d]
  11. (2017) Information and interaction: Eddington, Wheeler, and the limits of knowledge [i] [d]
  12. (2017) Reasoning biases, non-monotonic logics and belief revision [d]
  13. (2017) Critical thinking: conceptual perspectives & practical guidelines [i] [d]
  14. (2017) Since Sandy Hook: strategic maneuvering in the gun control debate [d]
  15. (2017) Assessing the epistemic quality of democratic decision-making in terms of adequate support for conclusions [d]
  16. (2017) Open innovation and the core of the engineer's domain [i] [d]
  17. (2017) Which functions assumed to be religious and spiritual in nature are ultimately attributable or reducible to purely secular mechanisms? [d]
  18. (2017) Stop guessing: the 9 behaviors of great problem solvers [i]
  19. (2017) Critical thinking: the basics [i]
  20. (2017) Public deliberation and the fact of expertise: making experts accountable [d]
  21. (2017) Evidence in engineering [i] [d]
  22. (2017) Illusions in reasoning [d]
  23. (2017) Coal is not black, snow is not white, food is not a reinforcer: the roles of affordances and dispositions in the analysis of behavior [d]
  24. (2017) Arguing deep ideational change [d]
  25. (2017) Can engaging in science practices promote deep understanding of them? [d]
  26. (2017) Because without cause: non-causal explanation in science and mathematics [i] [d]
  27. (2017) How reliable is perception? [u]
  28. (2017) How is awe connected to wisdom? [u]
  29. (2017) Philosophy and engineering: exploring boundaries, expanding connections [i] [d]
  30. (2017) A cognitive cost of the need to achieve? [d]
  31. (2017) Challenging the dominance of formalism in accounting education: an analysis of the potential of stewardship in light of the evolution of legal education [d]
  32. (2017) A robust preference for cheap-and-easy strategies over reliable strategies when verifying personal memories [p] [d]
  33. (2017) Not strange but not true: self-reported interest in a topic increases false memory [p] [d]
  34. (2017) The politics of evidence: from evidence-based policy to the good governance of evidence [i] [d]
  35. (2017) Virtues and vices in scientific practice [d]
  36. (2017) Conditionals, counterfactuals, and rational reasoning: an experimental study on basic principles [d]
  37. (2017) The Argument Web: an online ecosystem of tools, systems and services for argumentation [d]
  38. (2017) Dialogue, argumentation, and education: history, theory, and practice [i] [d]
  39. (2017) A mega-analysis of memory reports from eight peer-reviewed false memory implantation studies [p] [d]
  40. (2017) What makes everyday scientific reasoning so challenging? [d]
  41. (2017) Metaphysics and the philosophy of science: new essays [i]
  42. (2017) The knowledge illusion: why we never think alone [i]
  43. (2017) So long and thanks for all the fish: metaphysics and the philosophy of science [i]
  44. (2017) Security and ideology [i] [d]
  45. (2017) Are atheists undogmatic? [d]
  46. (2017) Proof with and without probabilities: correct evidential reasoning with presumptive arguments, coherent hypotheses and degrees of uncertainty [d]
  47. (2017) Wilful ignorance and the emotional regime of schools [d]
  48. (2016) How should humanity steer the future? [i] [d]
  49. (2016) Which individual therapist behaviors elicit client change talk and sustain talk in motivational interviewing? [p] [d]
  50. (2016) The 'big picture': the problem of extrapolation in basic research [d]
  51. (2016) Fostering the virtues of inquiry [d]
  52. (2016) Seeing is believing: observer perceptions of trait trustworthiness predict perceptions of honesty in high-stakes emotional appeals [d]
  53. (2016) Are fallacies vices? [d]
  54. (2016) Electrophysiology, chronometrics, and cross-cultural psychometrics at the Biosignal Lab: why it began, what we learned, and why it ended [d]
  55. (2016) Enhancing rationality: heuristics, biases, and the Critical Thinking Project [d] [u]
  56. (2016) Why are offenders victimized so often? [i] [d]
  57. (2016) Combining explanation and argumentation in dialogue [d]
  58. (2016) Bias in legitimate ad hominem arguments [and comment and reply] [u]
  59. (2016) The Chicago guide to fact-checking [i]
  60. (2016) Digital detachment: how computer culture undermines democracy [i]
  61. (2016) Mindful makers: question prompts to help guide young peoples' critical technical practices in maker spaces in libraries, museums, and community-based youth organizations [d]
  62. (2016) Antidualism and antimentalism in radical behaviorism [u]
  63. (2016) Re-appropriating a question/answer system to support dialectical constructivist learning activity [d]
  64. (2016) What is money?: a qualitative study of money as experienced [d]
  65. (2016) Contextual debiasing and critical thinking: reasons for optimism [d]
  66. (2016) Deconstructing the mission: a critical content analysis of public library mission statements [d]
  67. (2016) 'You are as you read': do students' reading interests contribute to their individuality? [d]
  68. (2016) Tropes in the rhetoric of gun rights: a pragma-dialectic analysis [d]
  69. (2016) Reductio ad absurdum from a dialogical perspective [d]
  70. (2016) How can physics underlie the mind?: top-down causation in the human context [i] [d]
  71. (2016) Critical mindfulness: exploring Langerian models [i] [d]
  72. (2016) Humor, law, and jurisprudence: on Deleuze's political philosophy [d]
  73. (2016) What makes a good experiment?: reasons & roles in science [i]
  74. (2016) Argumentation and decision making in professional practice [d]
  75. (2016) Transforming science education for the anthropocene—is it possible? [d]
  76. (2016) Pushing the bounds of rationality: argumentation and extended cognition [i]
  77. (2016) Do psychotherapists improve with time and experience?: a longitudinal analysis of outcomes in a clinical setting [p] [d]
  78. (2016) Deciding what's true: the rise of political fact-checking in American journalism [i]
  79. (2016) Slippery slope arguments imply opposition to change [p] [d]
  80. (2016) The decentralization of knowledge: how Carnap and Heidegger influenced the Web [d] [u]
  81. (2016) Decriminalizing violence: a critique of restorative justice and proposal for diversionary mediation [u]
  82. (2016) Why don't we grieve for extinct species? [u]
  83. (2016) The argumentative turn in policy analysis: reasoning about uncertainty [i] [d]
  84. (2016) The explanation frame [i]
  85. (2016) Pioneers of critical accounting: a celebration of the life of Tony Lowe [i] [d]
  86. (2016) An ethical perspective on accounting standard setting: professional and lay-experts' contribution to GASB's Pension Project [d]
  87. (2016) One mechanism, many models: a distributed theory of mechanistic explanation [d]
  88. (2016) Stimulating reflection and self-correcting reasoning through argument mapping: three approaches [d]
  89. (2016) The bleeding edge: why technology turns toxic in an unequal world [i]
  90. (2016) A role for reasoning in a dialogic approach to critical thinking [d]
  91. (2016) A field guide to lies: critical thinking in the information age [i]
  92. (2016) Plausibility judgments in conceptual change and epistemic cognition [d]
  93. (2016) Theory, experience and practice [d]
  94. (2016) Interpretative disputes, explicatures, and argumentative reasoning [d]
  95. (2016) Taking nature seriously in the anthropocene [d]
  96. (2016) Linguistic obfuscation in fraudulent science [d]
  97. (2016) First person action research: living life as inquiry [i]
  98. (2016) Student says to the master, 'Do I need therapy?' [u]
  99. (2016) Can network analysis transform psychopathology? [d]
  100. (2016) Should the international accounting standards board have responsibility for human rights? [d]
  101. (2016) Equanimity and the moral virtue of open-mindedness [u]
  102. (2016) Questioning causality: scientific explorations of cause and consequence across social contexts [i]
  103. (2016) The construct of mindfulness amidst and along conceptions of rationality [i] [d]
  104. (2016) Value uncertainty [i] [d]
  105. (2016) Argumentation in history classrooms: a key path to understanding the discipline and preparing citizens [d]
  106. (2016) Intersection of argumentation and the use of multiple representations in the context of socioscientific issues [d]
  107. (2016) False and distorted memories [i] [d]
  108. (2016) Questioning our questions: a constructivist technique for clinical supervision [d]
  109. (2016) Deleuze and psychology: philosophical provocations to psychological practices [i]
  110. (2016) Fast and frugal heuristics at research frontiers [i] [d]
  111. (2016) Socratic pedagogy: the importance of argument [i]
  112. (2016) The psychology of argument: cognitive approaches to argumentation and persuasion [i]
  113. (2016) John Dewey's radical logic: the function of the qualitative in thinking [d] [u]
  114. (2016) How delusion is formed? [d]
  115. (2016) Appeals to evidence for the resolution of wicked problems: the origins and mechanisms of evidentiary bias [d]
  116. (2016) The visualizable, the representable and the inconceivable: realist and non-realist mathematical models in physics and beyond [p] [d]
  117. (2016) Criticism without fundamental principles [d] [u]
  118. (2016) Honest advocacy for nature: presenting a persuasive narrative for conservation [d]
  119. (2016) Exposing fraud: skills, process and practicalities [i] [d]
  120. (2016) Seeing mobility: how software engineers produce unequal representations [d]
  121. (2016) Decision-making: are plants more rational than animals? [p] [d]
  122. (2016) The memory illusion: remembering, forgetting, and the science of false memory [i]
  123. (2016) Abduction, complex inferences, and emergent heuristics of scientific inquiry [d]
  124. (2016) Can you be like Erickson? [u]
  125. (2016) Pluralism as a bias mitigation strategy [u]
  126. (2016) Crafting instructions collaboratively: student questions and dual addressivity in classroom task instructions [d]
  127. (2016) Scientists making a difference: one hundred eminent behavioral and brain scientists talk about their most important contributions [i] [d]
  128. (2016) Recalling IBIS: can argumentation be disciplined? [o] [u]
  129. (2016) Working, but poor: the good life in rural America? [d]
  130. (2016) Belief echoes: the persistent effects of corrected misinformation [d]
  131. (2016) Knowing but not knowing: systematic conservation planning and community conservation in the Sierra Norte of Oaxaca, Mexico [d]
  132. (2016) Arguments, scenarios and probabilities: connections between three normative frameworks for evidential reasoning [d]
  133. (2016) Are we smart enough to know how smart animals are? [i]
  134. (2016) Truth or truthiness: distinguishing fact from fiction by learning to think like a data scientist [i] [d]
  135. (2016) Deliberation, practical reasoning and problem-solving [u]
  136. (2016) Argument evaluation and evidence [i] [d]
  137. (2016) The slippery slope argument in the ethical debate on genetic engineering of humans [d]
  138. (2016) The end of scientific articles as we know them? [p] [d]
  139. (2016) Does consciousness disappear in dreamless sleep? [p] [d]
  140. (2016) The polysemy of 'fallacy'—or 'bias', for that matter [u]
  141. (2016) Reliable debiasing techniques in legal contexts?: weak signals from a darker corner of the social science universe [i]
  142. (2015) What is stupid?: people's conception of unintelligent behavior [d]
  143. (2015) Questioning the foundations of physics: which of our fundamental assumptions are wrong? [i] [d]
  144. (2015) Logic in the theory and practice of lawmaking [i] [d]
  145. (2015) Land for food & land for nature? [d]
  146. (2015) Reasoned connections: a dual-process perspective on creative thought [d]
  147. (2015) Unfair: the new science of criminal injustice [i]
  148. (2015) The need for reporting standards in forensic science [d]
  149. (2015) Personality assessment, 'construct validity', and the significance of theory [d]
  150. (2015) The fake, the flimsy, and the fallacious: demarcating arguments in real life [d]
  151. (2015) Breaking the filter bubble: democracy and design [d]
  152. (2015) Empirical philosophy: using your everyday life in theoretical psychology [i] [d]
  153. (2015) The dark side of the loon: explaining the temptations of obscurantism [d]
  154. (2015) Judging the reality of others' memories [p] [d]
  155. (2015) Integration and interdisciplinarity: concepts, frameworks, and education [d]
  156. (2015) The Socratic method in cognitive behavioural therapy: a narrative review [d]
  157. (2015) Breaking our addiction to problem solving [u]
  158. (2015) Doing philosophy comparatively [i]
  159. (2015) Discussing design: improving communication and collaboration through critique [i]
  160. (2015) Reasoning and public health: new ways of coping with uncertainty [i] [d]
  161. (2015) The last straw fallacy: another causal fallacy and its harmful effects [d]
  162. (2015) The Palgrave handbook of critical thinking in higher education [i] [d]
  163. (2015) Cognitive fallacies and criminal investigations [d]
  164. (2015) The four-sentence paper: a template for considering objections and replies [d]
  165. (2015) Reflections on theoretical issues in argumentation theory [i] [d]
  166. (2015) The hungry mind: the origins of curiosity in childhood [i]
  167. (2015) Through what mechanisms do protected areas affect environmental and social outcomes? [p] [d]
  168. (2015) The argument form 'appeal to Galileo': a critical appreciation of Doury's account [d] [u]
  169. (2015) Assessing connections between behavior change theories using network analysis [p] [d]
  170. (2015) Using argument mapping to improve critical thinking skills [i] [d]
  171. (2015) Heuristics as methods: validity, reliability and velocity [i] [d]
  172. (2015) On muddled reasoning and mediation modeling [d]
  173. (2015) Getting democratic priorities straight: pragmatism, diversity, and the role of beliefs [d]
  174. (2015) A normative framework for argument quality: argumentation schemes with a Bayesian foundation [d]
  175. (2015) Willingness to inquire: the cardinal critical thinking virtue [i] [d]
  176. (2015) What's it all about?: a qualitative study of meaning in life for counseling psychology doctoral students [d]
  177. (2015) Six questions for the resource model of control (and some answers) [d]
  178. (2015) Is it possible to recognize a major scientific discovery? [p] [d]
  179. (2015) Heuristic reasoning [i] [d]
  180. (2015) Arrests as regulation [u]
  181. (2015) Do meditators have higher awareness of their intentions to act? [d]
  182. (2015) How much sustainability substance is in urban visions?: an analysis of visioning projects in urban planning [d]
  183. (2015) Is your dream too expensive?: six questions to ask about your life goals [u]
  184. (2015) Habit, action, and knowledge, from the pragmatist perspective [i] [u]
  185. (2015) Metacognitive education: going beyond critical thinking [i] [d]
  186. (2015) Delusion proneness and 'jumping to conclusions': relative and absolute effects [p] [d]
  187. (2015) Intellectual empathy: critical thinking for social justice [i]
  188. (2015) The ability to live with incongruence: aintegration—the concept and its operationalization [d]
  189. (2015) Debatable truths: what Buddhist argumentation reveals about critical thinking [d]
  190. (2015) Argumentation theory in education studies: coding and improving students' argumentative strategies [d]
  191. (2015) When analytic thought is challenged by a misunderstanding [d]
  192. (2015) The Wiley handbook of theoretical and philosophical psychology: methods, approaches, and new directions for social sciences [i] [d]
  193. (2015) What would an integrative constructivism look like? [i]
  194. (2015) Moral disengagement in 'war fever': how can we resist? [i] [d]
  195. (2015) Dissemination and its deprivation: extending the behavioral enlightenment [d]
  196. (2015) Experts and laymen grossly underestimate the benefits of argumentation for reasoning [d]
  197. (2015) Is there an explanation for... the diversity of explanations in biological studies? [i] [d]
  198. (2015) Biodiversity at twenty-five years: revolution or red herring? [d]
  199. (2015) Epistemic cognition and development: the psychology of justification and truth [i]
  200. (2015) The soul fallacy: what science shows we gain from letting go of our soul beliefs [i]
  201. (2015) Mindware: tools for smart thinking [i]
  202. (2015) Deweyan approaches to abduction? [i] [u]
  203. (2015) Is truth stranger than fiction?: bizarre details and credibility assessment [d]
  204. (2015) Tall tales across time: narrative analysis of true and false allegations [d]
  205. (2015) The diverse aims of science [d]
  206. (2015) None of the above: the catuṣkoṭi in Indian Buddhist logic [i] [d]
  207. (2015) A sustainable agriculture? [d]
  208. (2015) Philosophers' biased judgments persist despite training, expertise and reflection [p] [d]
  209. (2015) Reasons for withdrawing belief in vivid autobiographical memories [p] [d]
  210. (2015) Mathematical problem posing: from research to effective practice [i] [d]
  211. (2015) Constructing psychological objects: the rhetoric of constructs [d]
  212. (2015) Surprisability and practical rationality: knowledge advancement through the explication of interpretation [i] [d]
  213. (2015) Lessons from Einstein's 1915 discovery of general relativity [u]
  214. (2015) Unconceived alternatives and conservatism in science: the impact of professionalization, peer-review, and Big Science [d]
  215. (2015) Critical rationalism and engineering: methodology [d]
  216. (2015) Reclaiming travel [i] [d]
  217. (2015) Wiser: getting beyond groupthink to make groups smarter [i]
  218. (2015) Supporting reasoning with different types of evidence in intelligence analysis [i] [u]
  219. (2015) Wikipedia and the ecosystem of knowledge [u]
  220. (2015) What's so funny about arguing with God?: a case for playful argumentation from Jewish literature [d]
  221. (2015) Is life fundamental? [i] [d]
  222. (2015) The importance and trickiness of definition strategies in legal and political argumentation [d] [u]
  223. (2015) The basic slippery slope argument [d] [u]
  224. (2015) A classification system for argumentation schemes [d]
  225. (2015) A disease called childhood: why ADHD became an American epidemic [i]
  226. (2015) Six strategies for generalizing software engineering theories [d]
  227. (2015) Encouraging eyewitnesses to falsely corroborate allegations: effects of rapport-building and incriminating evidence [d]
  228. (2014) Belief bias in the perception of sample size adequacy [d]
  229. (2014) Should we build more large dams?: the actual costs of hydropower megaproject development [d]
  230. (2014) States, goals and values: revisiting practical reasoning [u]
  231. (2014) A theoretical approach to intuition in design: does design methodology need to account for unconscious processes? [i] [d]
  232. (2014) A more beautiful question: the power of inquiry to spark breakthrough ideas [i]
  233. (2014) Liberties and constraints of the normative approach to evaluation and decision in forensic science: a discussion towards overcoming some common misconceptions [d]
  234. (2014) Incommensurability, relativism, and the epistemic authority of science [d]
  235. (2014) Demystifying 'free will': the role of contextual information and evidence accumulation for predictive brain activity [d]
  236. (2014) How smart is democracy?: you can't answer that question a priori [d]
  237. (2014) Is memory for remembering?: recollection as a form of episodic hypothetical thinking [d]
  238. (2014) Consulting in uncertainty: the power of inquiry [i]
  239. (2014) Investigative interviewing [i] [d]
  240. (2014) Biased argumentation and critical thinking [i]
  241. (2014) Salvaging psychotherapy research: a manifesto [u]
  242. (2014) The map and the territory: a practitioner perspective on knowledge cartography [i] [d]
  243. (2014) Conventionalism [i]
  244. (2014) What is the future of conservation? [p] [d]
  245. (2014) Computing trust as a form of presumptive reasoning [i] [d]
  246. (2014) Pure science and the problem of progress [d]
  247. (2014) The assessment of cognitive errors using an observer-rated method [p] [d]
  248. (2014) What is learning?: a review of the safety literature to define learning from incidents, accidents and disasters [d]
  249. (2014) What is it like to be diagnosed with bipolar illness, borderline personality disorder or another diagnosis with mood instability? [p] [d]
  250. (2014) Handbook of argumentation theory [i] [d]
  251. (2014) Do biological explanations of psychological difficulties reduce empathy in mental health professionals? [u]
  252. (2014) Rationality, legitimacy, & the law [u]
  253. (2014) Scientific kinds [d]
  254. (2014) Philosophical intuitions, heuristics, and metaphors [d]
  255. (2014) The consensus paradox: does deliberative agreement impede rational discourse? [d]
  256. (2014) Are thoughts private? [u]
  257. (2014) Are empathic abilities learnable?: implications for social neuroscientific research from psychometric assessments [d]
  258. (2014) What is a memory schema?: a historical perspective on current neuroscience literature [d]
  259. (2014) Teaching rational entitlement and responsibility: a Socratic exercise [d] [u]
  260. (2014) Democracy and epistocracy [d]
  261. (2014) Do not block the way of inquiry [d] [u]
  262. (2014) We have never been digital [d]
  263. (2014) People claim objectivity after knowingly using biased strategies [d]
  264. (2014) Human intelligence interviewing and interrogation: assessing the challenges of developing an ethical, evidence-based approach [i] [d]
  265. (2014) Natural kinds in psychiatry: conceptually implausible, empirically questionable, and stigmatizing [i]
  266. (2014) Publication and other reporting biases in cognitive sciences: detection, prevalence, and prevention [p] [d]
  267. (2014) False polarization: debiasing as applied social epistemology [d]
  268. (2014) Identity and the hybridity of modern finance: how a specifically modern concept of the self underlies the modern ownership of property, trusts and finance [d]
  269. (2014) Classifying psychopathology: mental kinds and natural kinds [i]
  270. (2014) Tuneable resolution as a systems biology approach for multi-scale, multi-compartment computational models [p] [d]
  271. (2014/2016) Argue with me: argument as a path to developing students' thinking and writing [i]
  272. (2014) How to be critically open-minded: a psychological and historical analysis [i] [d]
  273. (2014) 'Jumping to conclusions' in delusion-prone participants: an experimental economics approach [p] [d]
  274. (2014) The contributions of explanation and exploration to children's scientific reasoning [d]
  275. (2014) Contingency horizon: on private events and the analysis of behavior [p] [d]
  276. (2014) Curious: the desire to know and why your future depends on it [i]
  277. (2014) Searching for injustice: the challenge of postconviction discovery, investigation, and litigation [u]
  278. (2014) Misreporting signs of child abuse: the role of decision-making and outcome information [d]
  279. (2014) What event are you training for? [u]
  280. (2014) Unifying psychology: shared ontology and the continuum of practical assumptions [d]
  281. (2014) Citation alone doesn't make the argument [u]
  282. (2014) Where do cinematic ideas come from? [d]
  283. (2014) Reality and accounting: ontological explorations in the economic and social sciences [i]
  284. (2014) Is satire saving our nation?: mockery and American politics [i] [d]
  285. (2014) Accusatorial and information-gathering interrogation methods and their effects on true and false confessions: a meta-analytic review [d]
  286. (2014) The problem of unconceived objections [d]
  287. (2014) Exploiting liars' verbal strategies by examining the verifiability of details [d]
  288. (2014) Forgiving you is hard, but forgetting seems easy: can forgiveness facilitate forgetting? [d]
  289. (2014) A material dissolution of the problem of induction [d]
  290. (2014) Do institutions for collective action evolve? [d]
  291. (2014) Trust, relevance, and arguments [d]
  292. (2014) Seventy-one important questions for the conservation of marine biodiversity [d]
  293. (2014) Argument schemes for reasoning about trust [d]
  294. (2014) Harnessing the power of big data: infusing the scientific method with machine learning to transform ecology [d]
  295. (2014) The lean mindset: ask the right questions [i]
  296. (2014) Causal patterns and adequate explanations [d]
  297. (2014) Find out anything from anyone, anytime: secrets of calculated questioning from a veteran interrogator [i]
  298. (2014) Does segregation create winners and losers?: residential segregation and inequality in educational attainment [d]
  299. (2014) The science of perception and memory: a pragmatic guide for the justice system [i] [d]
  300. (2014) The machinations of luck [d]
  301. (2014) Systematic approaches to argument by analogy [i] [d]
  302. (2014) Intentions and voluntary actions: reframing the problem [p] [d]
  303. (2014) Cognitive success: instrumental justifications of normative systems of reasoning [p] [d]
  304. (2014) Evidence-informed person-centered healthcare, part I: do 'cognitive biases plus' at organizational levels influence quality of evidence? [p] [d]
  305. (2014) Evidence-informed person-centred health care, part II: are 'cognitive biases plus' underlying the EBM paradigm responsible for undermining the quality of evidence? [p] [d]
  306. (2014) Should everybody learn to code? [d]
  307. (2014) Tainted: exposing bad science, practicing philosophy of science [i] [d]
  308. (2014) The gospel according to Deleuze [i]
  309. (2014) Physical theory: method and interpretation [i] [d]
  310. (2014) Is there overshoot of planetary limits?: new indicators of human appropriation of the global biogeochemical cycles relative to their regenerative capacity based on 'ecotime' analysis [d]
  311. (2014) Swimming against the stream?: mindfulness as a psychosocial research methodology [d]
  312. (2014) Critical rationalism and engineering: ontology [d]
  313. (2014) The ethical imperative to think about thinking: diagnostics, metacognition, and medical professionalism [p] [d]
  314. (2014) Bias neglect: a blind spot in the evaluation of scientific results [p] [d]
  315. (2014) Fear-driven inference: mechanisms of gut overreaction [i] [d]
  316. (2014) Does coaching work?: a meta-analysis on the effects of coaching on individual level outcomes in an organizational context [d]
  317. (2014) Is it a problem for us to say, 'it is a coincidence that the patient does well'? [d]
  318. (2014) How does mindfulness reduce anxiety, depression, and stress?: an exploratory examination of change processes in wait-list controlled mindfulness meditation training [d]
  319. (2014) What is life? And what might be said of the role of behaviour in its evolution? [d]
  320. (2014) Collective interviewing: a transactive memory approach towards identifying signs of truthfulness [d]
  321. (2014) Is this testimony truthful, fabricated, or based on false memory?: credibility assessment 25 years after Steller and Köhnken (1989) [d]
  322. (2014) The inconsistent suspect: a systematic review of different types of consistency in truth tellers and liars [i] [d]
  323. (2014) Argumentation schemes for argument from analogy [i] [d]
  324. (2014) On a razor's edge: evaluating arguments from expert opinion [d]
  325. (2014) Burden of proof, presumption and argumentation [i] [d]
  326. (2014) Can humans form four-dimensional spatial representations? [i]
  327. (2014) Mindful ignorance [i] [d]
  328. (2014) Willful ignorance: the mismeasure of uncertainty [i] [d]
  329. (2014) Why does guessing incorrectly enhance, rather than impair, retention? [d]
  330. (2014) Understanding with theoretical models [d]
  331. (2014) One quintillion ways to have PTSD comorbidity: recommendations for the disordered DSM-5 [d]
  332. (2013) Pragmatic norms in science: making them explicit [d]
  333. (2013) The use of useless knowledge: Bergson against the pragmatists [d]
  334. (2013) Can a trait-based multi-taxa approach improve our assessment of forest management impact on biodiversity? [d]
  335. (2013) Psychological construction: the Darwinian approach to the science of emotion [d]
  336. (2013) Deconstruct and superstruct: examining bias across the legal system [u]
  337. (2013) Argumentation and pseudoscience: the case for an ethics of argumentation [i] [d]
  338. (2013) Outer space religion and the overview effect: a critical inquiry into a classic of the pro-space movement [d]
  339. (2013) Why did eukaryotes evolve only once?: genetic and energetic aspects of conflict and conflict mediation [p] [d]
  340. (2013) Investigating children's Why-questions: a study comparing argumentative and explanatory function [d]
  341. (2013) Zooland: the institution of captivity [i]
  342. (2013) Men and women are from Earth: examining the latent structure of gender [d]
  343. (2013) Rethinking logic: logic in relation to mathematics, evolution, and method [i] [d]
  344. (2013) Confronting the data-divide in a time of spatial turns and volunteered geographic information [d]
  345. (2013) Could HPS improve problem-solving? [history and philosophy of science] [d]
  346. (2013) Idealisations in normative models [d]
  347. (2013) Are you a computer addict? [u]
  348. (2013) Applied issues in investigative interviewing, eyewitness memory, and credibility assessment [i] [d]
  349. (2013) In search of mechanisms: discoveries across the life sciences [i]
  350. (2013) Troubling freedom: migration, debt, and modern slavery [d]
  351. (2013) The little engine who could not: 'rehabilitating' the individual in safety research [d]
  352. (2013) On the epistemology and ethics of communicating a Cartesian consciousness [d]
  353. (2013) A dialogical account of deductive reasoning as a case study for how culture shapes cognition [d]
  354. (2013) The placebo response in medicine: minimize, maximize or personalize? [d]
  355. (2013) Role-induced bias in court: an experimental analysis [d]
  356. (2013) Which relationship skills count most? [d]
  357. (2013) A cognitive approach to teaching philosophy [d]
  358. (2013) Beyond reductionism: a passion for interdisciplinarity [i]
  359. (2013) Handbook of the psychology of science [i]
  360. (2013) Does science presuppose naturalism (or anything at all)? [d]
  361. (2013) Transmitting delusional beliefs in a hypnotic model of folie à deux [p] [d]
  362. (2013) Humans as scientists: scientists as humans [d]
  363. (2013) It is value that brings universes into being [u]
  364. (2013) What's the point if we can't have fun? [d]
  365. (2013) Client subversions of DSM knowledge [d]
  366. (2013) Detecting psychological phenomena: taking bottom-up research seriously [p] [d]
  367. (2013) Who's reporting the protests?: converging practices of citizen journalists and two BBC World Service newsrooms, from Iran's election protests to the Arab uprisings [d]
  368. (2013) What is approach motivation? [d]
  369. (2013) Why do we (still) lack data on policing? [u]
  370. (2013) Delusions, illusions and inference under uncertainty [d]
  371. (2013) The role of pattern recognition in creative problem solving: a case study in search of new mathematics for biology [p] [d]
  372. (2013) Who? What? When? Using a timeline technique to facilitate recall of a complex event [d]
  373. (2013) Evolution is a model, why not teach it that way? [i] [d]
  374. (2013) Uncertainties in landscape analysis and ecosystem service assessment [d]
  375. (2013) Therapist stories of inspiration, passion, and renewal: what's love got to do with it? [i]
  376. (2013) What is Mandela's secret? [u]
  377. (2013) Neural mechanisms of reactivation-induced updating that enhance and distort memory [p] [d]
  378. (2013) Establishing evidence through undercover and collective intelligence interviewing [d]
  379. (2013) To value or not to value?: that is not the question [d]
  380. (2013) Prisoners of abstraction?: the theory and measure of genetic variation, and the very concept of 'race' [d]
  381. (2013) Saying meritocracy and doing privilege [d]
  382. (2013) Could working less reduce pressures on the environment?: a cross-national panel analysis of OECD countries, 1970–2007 [d]
  383. (2013) Belief buddies versus critical communities: the social organization of pseudoscience [i] [d]
  384. (2013) Reasoning [and developmental psychology] [i] [d]
  385. (2013) The neuroscience of memory: implications for the courtroom [d]
  386. (2013) Sorting the liars from the truth tellers: the benefits of asking unanticipated questions on lie detection [d]
  387. (2013) The anger fallacy: uncovering the irrationality of the angry mindset [i]
  388. (2013) Why isn't evidence based practice improving health care for minorities in the United States? [p] [d]
  389. (2013) Science, practice and mythology: a definition and examination of the implications of scientism in medicine [d]
  390. (2013) What students' arguments can tell us: using argumentation schemes in science education [d]
  391. (2013) Dialogue & deliberation [i]
  392. (2013) Essential questions: opening doors to student understanding [i]
  393. (2013) Constructs, inferences, and mental measurement [d]
  394. (2013) Can spatial training improve long-term outcomes for gifted STEM undergraduates? [d]
  395. (2013) Knowing when to doubt: developing a critical stance when learning from others [p] [d]
  396. (2013) Does ecologically unequal exchange occur? [d]
  397. (2013) The knowledge acquisition workshops: a remarkable convergence of ideas [d]
  398. (2013) Philosophy versus literature?: against the discontinuity thesis [d]
  399. (2013) Can we handle the truth? [u]
  400. (2013) Delusions about evidence: on why scientific evidence should not be the main concern in socioscientific decision making [d]
  401. (2013) Beyond DSM and ICD: introducing 'precision diagnosis' for psychiatry using momentary assessment technology [d]
  402. (2013) Refining expertise: how responsible engineers subvert environmental justice challenges [i]
  403. (2013) The practice of collaborative counseling & psychotherapy: developing skills in culturally mindful helping [i]
  404. (2013) The potential of perspectivism for science education [d]
  405. (2013) Evidence models and proof of causation [d]
  406. (2013) Unifying psychology through situational realism [d]
  407. (2013/2017) Critical thinking for strategic intelligence [i]
  408. (2013) Philosophy of pseudoscience: reconsidering the demarcation problem [i] [d]
  409. (2013) The dangers of pseudoscience [u]
  410. (2013) How many trees are there in the Amazon? [u]
  411. (2013) Defusing ideological defenses in biology [d]
  412. (2013) Committed to what? [u]
  413. (2013) 'What do I know?': scholastic fallacies and pragmatic religiosity in mental health-seeking behaviour in India [d]
  414. (2013) What is meant by argumentative competence?: an integrative review of methods of analysis and assessment in education [d]
  415. (2013) Implicit bias and the problem of certainty in the criminal standard of proof [u]
  416. (2013) The science of the individual [d]
  417. (2013) Memory and law: what can cognitive neuroscience contribute? [d]
  418. (2013) Humble inquiry: the gentle art of asking instead of telling [i]
  419. (2013) Renaissance or requiem: is nuclear energy cost effective in a post-Fukushima world? [d]
  420. (2013) Are the misinformed more punitive?: beliefs and misconceptions in forensic psychology [d]
  421. (2013) Philosophy and the foundations of dynamics [i] [d]
  422. (2013) Morally, should we prefer never to have existed? [d]
  423. (2013) Unsettling the privilege of self-reflexivity [i]
  424. (2013) Argument revision and its role in dialogue [u]
  425. (2013) What leads to better visitor outcomes in live interpretation? [u]
  426. (2013) False memories [i]
  427. (2013) Why prevention? Why now? [d]
  428. (2013) Assessing students' understanding of inquiry: what do prospective science teachers notice? [d]
  429. (2013) How does interoceptive awareness interact with the subjective experience of emotion?: an fMRI study [p] [d]
  430. (2013) The secret life of decisions: how unconscious bias subverts your judgement [i]
  431. (2013) What do scientist and non-scientist teachers notice about biology diagrams? [d]
  432. (2013) Reconsidering philosophical questions and neuroscientific answers: two pillars of inquiry [d]
  433. (2013) The epistemology of fact checking [d]
  434. (2013) Teleological justification of argumentation schemes [d]
  435. (2013) Methods of argumentation [i] [d]
  436. (2013) The epistemology of scientific evidence [d]
  437. (2013) What kind of scientist are you?: science and interdisciplinary research [u]
  438. (2013) Still radical after all these years: George Kelly's The psychology of personal constructs [p] [d]
  439. (2013) How useful are the strategic tools we teach in business schools? [d]
  440. (2013) The sins of interviewing: errors made by investigative interviewers and suggestions for redress [i] [d]
  441. (2013) Know thy biases!: bringing argumentative virtues to the classroom [u]
  442. (2013) On sort of knowing: the Daoist unhewn [d]
  443. (2012) Well-being as an object of science [d]
  444. (2012) Teaching the nature of science through scientific errors [d]
  445. (2012) Can leadership development act as a rural poverty alleviation strategy? [d]
  446. (2012) The (honest) truth about dishonesty: how we lie to everyone—especially ourselves [i]
  447. (2012) Does CBT facilitate emotional processing? [d]
  448. (2012) Are the new mass media subverting cultural transmission? [d]
  449. (2012) Constructing anthropologists: culture learning and culture making in U.S. doctoral education [d]
  450. (2012) Why do ideas get more creative across time?: an executive interpretation of the serial order effect in divergent thinking tasks [d]
  451. (2012) How can computer simulations produce new knowledge? [d]
  452. (2012) Why Monte Carlo simulations are inferences and not experiments [d]
  453. (2012) Fuzzy reasoning [d]
  454. (2012) Solving a murder case by asking critical questions: an approach to fact-finding in terms of argumentation and story schemes [d]
  455. (2012) Burdens and standards of proof for inference to the best explanation: three case studies [d]
  456. (2012) Keywords, frames and the reconstruction of material starting points in argumentation [d]
  457. (2012) Are diagrams always helpful tools?: developmental and individual differences in the effect of presentation format on student problem solving [d]
  458. (2012) How convenient!: the epistemic rationale of self-validating belief systems [d]
  459. (2012) Fair value accounting: simulacra and simulation [d]
  460. (2012) Questioning the idea of the individual as an autonomous moral agent [d]
  461. (2012) Science cannot fix this: the limitations of evidence-based practice [d]
  462. (2012) John Dewey's logic of science [d]
  463. (2012) Contested illnesses: citizens, science, and health social movements [i]
  464. (2012) The normativity of automaticity [d]
  465. (2012) Styles of reasoning: a pluralist view [d]
  466. (2012) Evaluating philosophies [i] [d]
  467. (2012) Scientific perspectivism: a philosopher of science's response to the challenge of big data biology [d]
  468. (2012) Ruminations and flow: why do people with a more harmonious passion experience higher well-being? [d]
  469. (2012) Will this policy work for you?: predicting effectiveness better: how philosophy helps [d]
  470. (2012) Is water H2O?: evidence, pluralism and realism [i] [d]
  471. (2012) The limits of the Buddhist embrace of science: commentary on 'Compassion, ethics, and neuroscience: neuroethics through Buddhist eyes' [p] [d]
  472. (2012) The ethics of argumentation [d] [u]
  473. (2012) When should I trust my gut?: linking domain expertise to intuitive decision-making effectiveness [d]
  474. (2012) Computer-aided argument mapping and the teaching of critical thinking: part I [d]
  475. (2012) Computer-aided argument mapping and the teaching of critical thinking: part II [d]
  476. (2012) OCD and cognitive illusions [d]
  477. (2012) Patterns? What patterns? [u]
  478. (2012) When friends deflect questions about sensitive information: questioners' cognitive complexity and explanations for friends' avoidance [d]
  479. (2012) How is this paper philosophy? [u]
  480. (2012) Not in my watershed! Will increased federal supervision really bring better coordination between land use and water planning? [d]
  481. (2012) Politics of practical reasoning: integrating action, discourse and argument [i]
  482. (2012) Layered history: styles of reasoning as stratified conditions of possibility [d]
  483. (2012) Coherentism and the epistemic justification of moral beliefs: a case study in how to do practical ethics without appeal to a moral theory [d]
  484. (2012) How does expansive framing promote transfer?: several proposed explanations and a research agenda for investigating them [d]
  485. (2012) Could you please phrase 'home range' as a question? [d]
  486. (2012) Tunnel vision [i] [d]
  487. (2012) Pluralism and 'bad' mathematical theories: challenging our prejudices [i] [d]
  488. (2012) Writing scripts for silent movies: how officer experience and high-crime areas turn innocuous behavior into criminal conduct [u]
  489. (2012) Mapping uncertainty in conservation assessment as a means toward improved conservation planning and implementation [d]
  490. (2012) Behavior as information: 'If I avoid, then there must be a danger' [d]
  491. (2012) Emotion words shape emotion percepts [d]
  492. (2012) The role of psychology in an agent-centered theory of science [i] [d]
  493. (2012) 50+ better questions to ask than how to be more productive [u]
  494. (2012) Using private rights to manage natural resources: is stewardship linked to ownership? [d]
  495. (2012) Dewey's pragmatism from an anthropological point of view [d] [u]
  496. (2012) Cognitive interventions to reduce diagnostic error: a narrative review [d]
  497. (2012) Rational argument [i] [d]
  498. (2012) Ideology, psychology, and law [i] [d]
  499. (2012) Why is achieving good ecological outcomes in rivers so difficult? [d]
  500. (2012) Shopping around for theories for counseling psychology practice: reaction [d]
  501. (2012) Cultural validity of the Minnesota Multiphasic Personality Inventory–2 empirical correlates: is this the best we can do? [d]
  502. (2012) The Oxford handbook of thinking and reasoning [i] [d]
  503. (2012) Reasoning and argumentation: towards an integrated psychology of argumentation [d]
  504. (2012) Why science is not necessarily self-correcting [d]
  505. (2012) Measuring the prevalence of questionable research practices with incentives for truth telling [d]
  506. (2012) Why is drawing important to research? [d]
  507. (2012) What is conservation science? [d]
  508. (2012) Does valuing androgyny and femininity lead to a female advantage?: the relationship between gender-role, transformational leadership and identification [d]
  509. (2012) What is systemic about systemic therapy?: therapy models muddle embodied systemic practice [d]
  510. (2012) When figurative analogies fail: fallacious uses of arguments from analogy [i] [d]
  511. (2012) Spatial information theory meets spatial thinking: is topology the Rosetta stone of spatio-temporal cognition? [d]
  512. (2012) Post-credit crisis: what new concepts are needed? Which old notions or practices should be abandoned? [d]
  513. (2012) What if you don't want to be a manager? [u]
  514. (2012) The uncertain geographic context problem [d] [u]
  515. (2012) Bit by bit or all at once?: splitting up the inquiry task to promote children's scientific reasoning [d]
  516. (2012) Are landscape ecologists addressing uncertainty in their remote sensing data? [d]
  517. (2012) Drawing on liars' lack of cognitive flexibility: detecting deception through varying report modes [d]
  518. (2012) Public skepticism of psychology: why many people perceive the study of human behavior as unscientific [d]
  519. (2012) Provoking more productive discussion of wicked problems [d]
  520. (2012) Character attacks as complex strategies of legal argumentation [u]
  521. (2012) Presumptive reasoning in interpretation: implicatures and conflicts of presumptions [d]
  522. (2012) Science, pseudo-science and urban design [d]
  523. (2012) Delusional inference [d]
  524. (2012) What do clients want from therapy?: a practice-friendly review of research into client preferences [d]
  525. (2012) Fly and be damned: what now for aviation and climate change? [i]
  526. (2012) Prosecution complex: America's race to convict, and its impact on the innocent [i]
  527. (2012) The case for informal argument [d]
  528. (2012) Six myths about spatial thinking [d]
  529. (2012) Computer applications for handling legal evidence, police investigation, and case argumentation [i] [d]
  530. (2012) The philosophy of modelling or does the philosophy of biology have any use? [d]
  531. (2012) Why have children?: the ethical debate [i]
  532. (2012) Metaphysics as modeling: the handmaiden's tale [d]
  533. (2012) Are we good at detecting conflict during reasoning? [d]
  534. (2012) On being unreasonable in modern society: are mental health problems special? [d]
  535. (2012) Who gets to draw the map?: the contentious creation of the American road/map system, 1917–1926 [d]
  536. (2012) Secrets and lies: involuntary leakage in deceptive facial expressions as a function of emotional intensity [d]
  537. (2012) The limitations of hierarchical organization [d]
  538. (2012) Does classroom explicitation of initial conceptions favour conceptual change or is it counter-productive? [d]
  539. (2012) What is a home range? [d]
  540. (2012) Psychology of science: implicit and explicit processes [i] [d]
  541. (2012) Uncomfortable knowledge: the social construction of ignorance in science and environmental policy discourses [d]
  542. (2012) How can we know if investors are coherently linking sustainability concepts? [d]
  543. (2012) White privilege in experiential education: a critical reflection [d]
  544. (2012) Cognitive schemas among mental health professionals: adaptive or maladaptive? [p]
  545. (2012) Doublethinking or dialectical thinking: a critical appreciation of Hoffman's 'doublethinking' critique [d]
  546. (2012) The origins of inquiry: inductive inference and exploration in early childhood [d]
  547. (2012) Finding new facts; thinking new thoughts [i]
  548. (2012) What is your personal knowledge management ecosystem? [u]
  549. (2012) In doubt: the psychology of the criminal justice process [i] [d]
  550. (2012) Can remote sensing estimate fine-scale quality indicators of natural habitats? [d]
  551. (2012) Modeling, truth, and philosophy [d]
  552. (2012) The cognitive science of science: explanation, discovery, and conceptual change [i]
  553. (2012) What makes you not a Buddhist?: a preliminary mapping of values [d]
  554. (2012) What can design thinking learn from behavior group therapy? [i] [d]
  555. (2012) Handbook of critical issues in finance [i] [d]
  556. (2012) The need for systematic ethnopsychology: the ontological status of mentalistic terminology [d]
  557. (2012) What is a responsible supply chain? [d]
  558. (2012) Essays on neuroscience and political theory: thinking the body politic [i]
  559. (2012) From critical thinking to non-conclusive argument and back again [d]
  560. (2012) Building a system for finding objections to an argument [d]
  561. (2012) Buddhist epistemology and economics: deconstructing dysfunctional delusions [u]
  562. (2012) Cognitive sophistication does not attenuate the bias blind spot [d]
  563. (2012) Epistemic privilege and the success of science [d]
  564. (2011) Resistance or disconnection?: a relational-cultural approach to supervisee anxiety and nondisclosure [d]
  565. (2011) The cloud of knowing: blurring the difference with China [d]
  566. (2011) Can charisma be taught?: tests of two interventions [d]
  567. (2011) The dream is freedom: Pauli Murray and American democratic faith [i] [d]
  568. (2011) Was Darwin wrong about emotional expressions? [d]
  569. (2011) Do conscious thoughts cause behavior? [p] [d]
  570. (2011) The philosophy of software: code and mediation in the digital age [i] [d]
  571. (2011) Do educated leaders matter? [d]
  572. (2011) Location-based questions and local knowledge [d]
  573. (2011) Dissenting in reflective conversations: critical components of doing action research [d]
  574. (2011) Does effort matter in mindful parenting? [d]
  575. (2011) Explanation in personality psychology: 'verbal magic' and the five-factor model [d]
  576. (2011) Argumentation in science education: a model-based framework [d]
  577. (2011) The epistemic predicament of a pseudoscience: social constructivism confronts Freudian psychoanalysis [d]
  578. (2011) Driven, distracted, or both?: a performance-based ex-Gaussian analysis of individual differences in anxiety [d]
  579. (2011) Ecosystem services and fictitious commodities [d]
  580. (2011) Two unification strategies: analysis or reduction, and synthesis or integration [i] [d]
  581. (2011) Carving nature at its joints: natural kinds in metaphysics and science [i]
  582. (2011) On the distinction between Peirce's abduction and Lipton's inference to the best explanation [d]
  583. (2011) Displacing activism?: the impact of international service trips on understandings of social change [d]
  584. (2011) Mindfulness-based approaches: are they all the same? [d]
  585. (2011) The old solutions are the new problem: how do we better use what we already know about reducing the burden of mental illness? [d]
  586. (2011) Can expectancies produce placebo effects for implicit learning? [d]
  587. (2011) A philosopher's view of theory: a response to Gorelick [d]
  588. (2011) Does participation in citizen science improve scientific literacy?: a study to compare assessment methods [d]
  589. (2011) What are the benefits of mindfulness?: a practice review of psychotherapy-related research [d]
  590. (2011) To walk in their shoes: the problem of missing, misunderstood, and misrepresented context in judging criminal confessions [u]
  591. (2011/2013) The art of thinking clearly [i]
  592. (2011) From belief to knowledge: achieving and sustaining an adaptive culture in organizations [i]
  593. (2011) The meaning of career success: avoiding reification through a closer inspection of historical, cultural, and ideological contexts [d]
  594. (2011) The making of the economy: a phenomenology of economic science [i]
  595. (2011) The innovator's DNA: mastering the five skills of disruptive innovators [i]
  596. (2011) The placebo response in clinical trials: more questions than answers [d]
  597. (2011/2016) Think critically [i]
  598. (2011/2012) Adversarial inquisitions: rethinking the search for the truth [u]
  599. (2011) Philosophical delusion and its therapy: outline of a philosophical revolution [i]
  600. (2011) Are things that are hard to physically move also hard to imagine moving? [d]
  601. (2011) Evidence-based practice and the ethics of discretion [d]
  602. (2011) What does living in a democracy mean for kids? [d]
  603. (2011) Convicting the innocent: where criminal prosecutions go wrong [i] [d]
  604. (2011) 'Consumption' [d]
  605. (2011) Understanding, evaluating, and producing arguments: training is necessary for reasoning skills [d]
  606. (2011) What's wrong with this picture?: an experiment in quantifying accuracy in 2D portrait drawing [d]
  607. (2011) To tell the truth: on scientific counterpublics [d]
  608. (2011) Great man or great myth?: a quantitative review of the relationship between individual differences and leader effectiveness [d]
  609. (2011) The unity of knowledge and the diversity of knowers: science as an agent of cultural integration in the United States between the two world wars [d]
  610. (2011) Neuroticism explained?: from a non-informative vulnerability marker to informative person–context interactions in the realm of daily life [d]
  611. (2011) Change blindness and inattentional blindness [d]
  612. (2011) What is a conservation actor? [d]
  613. (2011) Learning to solve problems: a handbook for designing problem-solving learning environments [i]
  614. (2011) 'Bet you think this song is about you': whose narrative is it in narrative research? [u]
  615. (2011) What kinds of things are psychiatric disorders? [d]
  616. (2011) So you're a creative genius—now what? [i]
  617. (2011) How do models give us knowledge?: the case of Carnot's ideal heat engine [d]
  618. (2011) Spirituality: an overlooked predictor of placebo effects? [d]
  619. (2011) Genealogical pragmatism: how history matters for Foucault and Dewey [d]
  620. (2011) Thinking critically about critical thinking: ability, disposition or both? [d]
  621. (2011) Complex predictions and assessor mystique [d]
  622. (2011) What does recovery mean in practice?: a qualitative analysis of international recovery-oriented practice guidance [d]
  623. (2011) Using sketch drawing to induce inconsistency in liars [d]
  624. (2011) Which are the basic meaning dimensions of observable interpersonal behavior? [d]
  625. (2011) The secret identity of science education: masculine and politically conservative? [d]
  626. (2011) Effects of an evidence-based text on scepticism, methodological reasoning, values and juror decision-making [d]
  627. (2011) Are positive emotions just as 'positive' across cultures? [d]
  628. (2011) When does jumping-to-conclusions reach its peak?: the interaction of vulnerability and situation-characteristics in social reasoning [d]
  629. (2011) Multidimensional reality [d]
  630. (2011) Why do people work?: individual wants versus common goods [d]
  631. (2011) Unsustainable development: could it be a Ponzi scheme? [u]
  632. (2011) Narrative therapy [i]
  633. (2011) Error and inference: recent exchanges on experimental reasoning, reliability, and the objectivity and rationality of science [i] [d]
  634. (2011) Domestic wastewater treatment as a net energy producer: can this be achieved? [d]
  635. (2011) Could EFT have saved the Buddha's marriage?: a reflection on Beckerman and Sarracco [d]
  636. (2011) Productivity tie-breaker: how will you feel afterwards? [u]
  637. (2011) When experts argue: explaining the best and the worst of reasoning [d]
  638. (2011) What good is moral reasoning? [d]
  639. (2011) Teaching science as a cultural way of knowing: merging authentic inquiry, nature of science, and multicultural strategies [d]
  640. (2011) Narrative nonfiction: essential or overrated? [u]
  641. (2011) Wage slavery or creative work? [d]
  642. (2011) Useful research: advancing theory and practice [i]
  643. (2011) Critical thinking and disciplinary thinking: a continuing debate [d]
  644. (2011/2016) A workbook for arguments: a complete course in critical thinking [i]
  645. (2011) Critical questions and argument stratagems: a framework for enhancing and analyzing students' reasoning practices [d]
  646. (2011) Why do we need to protect institutional diversity? [d]
  647. (2011) The Continuum companion to pragmatism [i]
  648. (2011) What is soundscape ecology?: an introduction and overview of an emerging new science [d]
  649. (2011) What went wrong?: therapists' reflections on their role in premature termination [d]
  650. (2011) Neurath and the encyclopaedic project of unity of science [i] [d]
  651. (2011) Effects of epistemological sensitization on source choices [d]
  652. (2011) Argumentation without arguments [d]
  653. (2011) The under-examined life: a proposal for critically evaluating teachers' and students' philosophies of teaching [d]
  654. (2011) Biased advice [u]
  655. (2011) Paradoxes of learning and memory [i] [d]
  656. (2011) Make just one change: teach students to ask their own questions [i]
  657. (2011) Local actions, global effects?: understanding the circumstances in which locally beneficial environmental actions cumulate to have global effects [u]
  658. (2011) Erasing the invisible hand: essays on an elusive and misused concept in economics [i] [d]
  659. (2011) Invoking experience as evidence [d]
  660. (2011) What's happening in the coaching conversation with an executive at risk of derailing? [u]
  661. (2011) How are you feeling? [u]
  662. (2011) How many slaves are working for you? [u]
  663. (2011) Becoming dialogical: psychotherapy or a way of life? [d]
  664. (2011) Is timing everything?: temporal considerations in emotion regulation [d]
  665. (2011) False-positive psychology: undisclosed flexibility in data collection and analysis allows presenting anything as significant [p] [d]
  666. (2011) On the nature of concepts [d]
  667. (2011) Neuropragmatism, old and new [d]
  668. (2011) Damn the consequences: projective evidence and the heterogeneity of scientific confirmation [d]
  669. (2011) What makes a journalist?: story by an Amazon field volunteer [u]
  670. (2011) Retractions in the scientific literature: is the incidence of research fraud increasing? [d]
  671. (2011) Time scarcity: another health inequality? [d]
  672. (2011) Otto Neurath and the unity of science [i] [d]
  673. (2011) Critical thinking and informal logic: neuropsychological perspectives [d] [u]
  674. (2011) Does fast or slow evaluation foster greater certainty? [d]
  675. (2011) No ownership of common factors [d]
  676. (2011) Reclassifying personality disorders [p] [d]
  677. (2011) Local knowledge: who cares? [d]
  678. (2011) Are these the poems to remember? [u]
  679. (2011) Are high hypnotizables especially vulnerable to false memory effects?: a sociocognitive perspective [conclusion: no] [p] [d]
  680. (2011) Childhood temperament: dimensions or types? [d]
  681. (2011) Reasoning about knowledge using defeasible logic [d]
  682. (2011) From macro to micro—how much micro is too much? [d]
  683. (2011) Knowledge-telling and knowledge-transforming arguments in mock jurors' verdict justifications [d]
  684. (2011) Models and mechanisms in psychological explanation [d]
  685. (2011) Should you be practicing right now? [u]
  686. (2011) Psychodynamic psychotherapy: from psychoanalytic arrogance to evidence-based modesty [i]
  687. (2011) Letting the brain speak for itself [d]
  688. (2011) How can the financial sector better serve people and the planet?: the need to reimagine finance [d]
  689. (2011) Reel conservation: can big screen animations save tropical biodiversity? [u]
  690. (2011) The nature of dynamical explanation [d]
  691. (2011) Is collaboration a viable target for family therapists? [d]
  692. (2010) How is value really created?: the value networks approach [i] [u]
  693. (2010) What does doodling do? [d]
  694. (2010) On making causal claims: a review and recommendations [d]
  695. (2010) Are older adults wiser than college students?: a comparison of two age cohorts [d]
  696. (2010) Who can do what, therapeutically, with whom, in what way? [d]
  697. (2010) Who decides what is fair in fair trade?: the agri-environmental governance of standards, access, and price [d]
  698. (2010) Successful reentry: what differentiates successful and unsuccessful parolees? [d]
  699. (2010) 1001 solution-focused questions: handbook for solution-focused interviewing [i]
  700. (2010) On the vices of nominalization and the virtues of contextualizing [i]
  701. (2010) What is the best dose of nature and green exercise for improving mental health?: a multi-study analysis [d]
  702. (2010) Can geographic coordinates in the catalog record be useful? [d]
  703. (2010) Immunizing strategies and epistemic defense mechanisms [d]
  704. (2010) Teaching modeling in critical thinking [d]
  705. (2010) Does plantation forestry restore biodiversity or create green deserts?: a synthesis of the effects of land-use transitions on plant species richness [d]
  706. (2010) Beyond reduction and pluralism: toward an epistemology of explanatory integration in biology [d]
  707. (2010) What's love got to do with it?: contemporary lessons on lawyerly advocacy from the preacher Martin Luther King, Jr. [u]
  708. (2010) Can compassionate practice also be good legal practice?: answers from the lives of Buddhist lawyers [u]
  709. (2010) Is the practice of yoga associated with positive outcomes?: the role of passion [d]
  710. (2010) Models: parables v. fables [i] [d]
  711. (2010) Psychotherapists, researchers, or both?: a qualitative analysis of psychotherapists' experiences in a practice research network [d]
  712. (2010) The Cambridge companion to Dewey [i]
  713. (2010) What do psychotherapists really do in practice?: an Internet study of over 2,000 practitioners [d]
  714. (2010) Can an ethical person be an ethical prosecutor?: a social cognitive approach to systemic reform [u]
  715. (2010) How would we know if psychotherapy were harmful? [d]
  716. (2010) Synthesis, the synthetic a priori, and the origins of modern space-time theory [i]
  717. (2010) Asking about ambivalence: a different kind of therapist neutrality [d]
  718. (2010) Human rationality challenges universal logic [d]
  719. (2010) Well-being as discourse: potentials and problems for studies of organizing and health inequalities [d]
  720. (2010) On being thoroughly evidence-based [through second-order evidence] [u]
  721. (2010) An agent-based conception of models and scientific representation [d]
  722. (2010) Can linguistic predictors detect fraudulent financial filings? [d]
  723. (2010) What is a good question? [i]
  724. (2010) The achievement gap and the discipline gap: two sides of the same coin? [d]
  725. (2010) Why don't we practice what we preach?: a meta-analytic review of religious racism [d]
  726. (2010) 'Ethnophilosophy' redefined? [d]
  727. (2010) The agonistic metaphor in psychotherapy: should clients battle their blues? [d]
  728. (2010) Causal effects in psychotherapy: counterfactuals counteract overgeneralization [p] [d]
  729. (2010) A narrative policy framework: clear enough to be wrong? [d]
  730. (2010) Learning to be surprised: how to foster reflective practice in a high-reliability context [d]
  731. (2010) What is behavioral activation?: a review of the empirical literature [d]
  732. (2010) 'Whose inquiry is this anyway?': money, power, reports, and collaborative inquiry [d]
  733. (2010) Selfish or selfless?: the role of empathy in economics [d]
  734. (2010) Philosophy of science after feminism [i]
  735. (2010) How do we empathize with someone who is not like us?: a functional magnetic resonance imaging study [d]
  736. (2010) What is sexual addiction? [d]
  737. (2010) What is it like to be someone else? [d]
  738. (2010) Psychologism, overpsychologism, and action [d]
  739. (2010) Idealization in evolutionary developmental investigation: a tension between phenotypic plasticity and normal stages [d]
  740. (2010) Handbook of reflection and reflective inquiry [i] [d]
  741. (2010) What we hide in words: emotive words and persuasive definitions [d]
  742. (2010) What is psychotherapy for?: an alternative to the profession of psychotherapy [i]
  743. (2010) Why was Darwin's view of species rejected by twentieth century biologists? [d]
  744. (2010) The ambiguities of experience [i]
  745. (2010) What is intimacy in Zen? [u]
  746. (2010) Forest certification as a global environmental governance tool: what is the macro-effectiveness of the Forest Stewardship Council? [d]
  747. (2010) Does ethical theory have a place in post-Kohlbergian moral psychology? [d]
  748. (2010) Critical reading of science-based news reports: establishing a knowledge, skills and attitudes framework [d]
  749. (2010) How should the risk associated with the introduction of biological control agents be estimated? [d]
  750. (2010) Are there any true adult-onset offenders? [d]
  751. (2010) Confabulation, delusion, and anosognosia: motivational factors and false claims [d]
  752. (2010) The data avalanche is here: shouldn't we be digging? [d]
  753. (2010) Moral complexity: the fatal attraction of truthiness and the importance of mature moral functioning [d]
  754. (2010) Understanding the changing planet: strategic directions for the geographical sciences [i] [d] [u]
  755. (2010) There are no universal rules for induction [d]
  756. (2010) Cosmic confusions: not supporting versus supporting not [d]
  757. (2010) From argument and philosophy to critical thinking across the curriculum [d]
  758. (2010) Out of sync and unaware?: exploring the effects of problem frame alignment and discordance in community collaboratives [d]
  759. (2010) How can we improve school discipline? [d]
  760. (2010) How similar are personality scales of the 'same' construct?: a meta-analytic investigation [d]
  761. (2010) Why argue?: towards a cost–benefit analysis of argumentation [d]
  762. (2010) Breaking the expertise barrier: understanding activist strategies in science and technology policy domains [d]
  763. (2010) The power of positive deviance: how unlikely innovators solve the world's toughest problems [i] [u]
  764. (2010/2014) False justice: eight myths that convict the innocent [i]
  765. (2010) Completely out of control or the desire to be in complete control?: how low self-control and the desire for control relate to corporate offending [d]
  766. (2010) Dangerous decisions: the impact of first impressions of trustworthiness on the evaluation of legal evidence and defendant culpability [d]
  767. (2010) On the nature of argument schemes [i]
  768. (2010) The trouble with experts [d]
  769. (2010) Untangling the environmentalist's paradox: why is human well-being increasing as ecosystem services degrade? [d]
  770. (2010) What is social learning? [u]
  771. (2010) Can ecosystem services lead ecology on a transdisciplinary pathway? [d]
  772. (2010) Should we trust grand bazaar carpet sellers (and vice versa)? [i] [u]
  773. (2010) What is addiction? [i] [d]
  774. (2010) Reflective interviewing: a guide to theory and practice [i]
  775. (2010) Being wrong: adventures in the margin of error [i]
  776. (2010) Interviewing: an insider's insight into learning [i] [d]
  777. (2010) Teaching students to think critically about science and origins [d]
  778. (2010) Evidence and simplicity: why we should reject homeopathy [d]
  779. (2010) Informed social reflection: its development and importance for adolescents' civic engagement [i] [d]
  780. (2010) John Dewey's reception in 'Schönian' reflective practice [u]
  781. (2010) Epistemic vigilance [d]
  782. (2010) Protecting rainforest realism [d]
  783. (2010) Psychotherapist-as-philosopher-of-science [i]
  784. (2010) Coherence between emotional experience and physiology: does body awareness training have an impact? [d]
  785. (2010) Skill in questions: how the Buddha taught [o] [u]
  786. (2010) The wisdom of property and the politics of the middle classes [i]
  787. (2010) Why the world economy needs a financial crash and other critical essays on finance and financial economics [i]
  788. (2010) Psychotherapy integration and integrative psychotherapy: process or product? [d]
  789. (2010) Experiencing flow: is doing it together better than doing it alone? [d]
  790. (2010) Why do parents become involved in their children's education?: implications for school counselors [d]
  791. (2010) Dementia: continuum or distinct entity? [d]
  792. (2010) Wrenching from context: the manipulation of commitments [d]
  793. (2010) A dialogue model of belief [d]
  794. (2010) Why fallacies appear to be better arguments than they are [d] [u]
  795. (2010) Is there a genetic contribution to cultural differences?: collectivism, individualism and genetic markers of social sensitivity [d]
  796. (2010) The right to inquire into the religious [i] [d]
  797. (2010) Explanatory depth [d]
  798. (2010) Twelve examples of illusion [i]
  799. (2010) Framing innocents: the wrongly convicted as victims of state harm [d]
  800. (2010) The data-driven life [u]
  801. (2010) Why do I get angry?: a componential appraisal approach [i] [d]
  802. (2010) What can pest management learn from laboratory animal ethics? [d]
  803. (2010) Embodied interdisciplinarity: what is the role of polymaths in environmental research? [d]
  804. (2010) Asking 'Who are you?' when going into the wild: moving beyond an individualized form of outdoor education [d]
  805. (2009) How to choose a good scientific problem [d]
  806. (2009) How similar are wise men and women?: a comparison across two age cohorts [d]
  807. (2009) Why can't we be more idiographic in our research? [d]
  808. (2009) Conversation and psychotherapy: how questioning reveals institutional answers [d]
  809. (2009) Doctoring the mind: is our current treatment of mental illness really any good? [i]
  810. (2009/2013) Critical thinking: reasoning and communicating with Rationale [i]
  811. (2009) Geographies of circulation and exchange: constructions of markets [d]
  812. (2009) Analysing stories using schemes [i]
  813. (2009) Why did I change when I went to therapy?: a qualitative analysis of former patients' conceptions of successful psychotherapy [d]
  814. (2009) No silver bullet for inquiry: making sense of teacher change following an inquiry-based research experience for teachers [d]
  815. (2009) Is it necessary to discuss person-oriented research in community psychology? [p] [d]
  816. (2009) Social learning for solving complex problems: a promising solution or wishful thinking?: a case study of multi-actor negotiation for the integrated management and sustainable use of the Drentsche Aa area in the Netherlands [d]
  817. (2009) The two disciplines of scientific psychology, or: The disunity of psychology as a working hypothesis [i] [d]
  818. (2009) Learning without error [i] [d]
  819. (2009) Models and perspectives on stage: remarks on Giere's Scientific perspectivism [d]
  820. (2009) No harm in a little gossip, right? [u]
  821. (2009) Does farm worker health vary between localised and globalised food supply systems? [d]
  822. (2009) Space and time in ecology: noise or fundamental driver? [i] [d]
  823. (2009) Vegetarianism, sentimental or ethical? [d]
  824. (2009) What counts as credible evidence in applied research and evaluation practice? [i]
  825. (2009) Rationality and effectiveness: does EIA/SEA treat them as synonyms? [d]
  826. (2009) Narrow assessments misrepresent development and misguide policy [d]
  827. (2009) Logical fallacies as informational shortcuts [d]
  828. (2009) How do feelings influence effort?: an empirical study of entrepreneurs' affect and venture effort [d]
  829. (2009) Statistical machine learning and the logic of scientific discovery [u]
  830. (2009) How many birds are there in a city of half a million people? [d]
  831. (2009) Resiliency in the face of disadvantage: do Hispanic cultural characteristics protect health outcomes? [d]
  832. (2009) What is hypothesis mapping? [u]
  833. (2009) What is decision mapping? [u]
  834. (2009) We can think with the implicit, as well as with fully-formed concepts [i] [d]
  835. (2009) Why the brain talks to itself: sources of error in emotional prediction [d]
  836. (2009) Defeating bigenderism: changing gender assumptions in the twenty-first century [d]
  837. (2009) Extremism and social learning [d]
  838. (2009) Visual representations in science [d]
  839. (2009) Proof burdens and standards [i] [d]
  840. (2009) The influence of diversity in clinical supervision: a framework for reflective conversations and questioning [d]
  841. (2009) Learning styles as self-fulfilling prophecies [i]
  842. (2009) Inference to the best explanation: a neglected approach to theory appraisal in psychology [d]
  843. (2009) Why we make mistakes: how we look without seeing, forget things in seconds, and are all pretty sure we are way above average [i]
  844. (2009) Beyond explanations: what else do students need to understand science? [d]
  845. (2009) The potentials and limitations of civil society research: getting undone science done [d]
  846. (2009) Confabulation: views from neuroscience, psychiatry, psychology, and philosophy [i] [d]
  847. (2009) Going amiss in experimental research [i] [d]
  848. (2009) Zero-sum world: challenges in conceptualizing environmental load displacement and ecologically unequal exchange in the world-system [d]
  849. (2009) What should every citizen know about ecology? [d]
  850. (2009) 'Maybe I made up the whole thing': placebos and patients' experiences in a randomized controlled trial [d]
  851. (2009) Can tropical farmers reconcile subsistence needs with forest conservation? [d]
  852. (2009) Source separation: will we see a paradigm shift in wastewater handling? [d]
  853. (2009) Thinking and working in the midst of things: discovery, explanation, and evidence in comparative politics [i] [d]
  854. (2009) Giving debiasing away: can psychological research on correcting cognitive errors promote human welfare? [d]
  855. (2009) Understanding without explanation [i]
  856. (2009) Typology reconfigured: from the metaphysics of essentialism to the epistemology of representation [d]
  857. (2009) A different 'enlightened' jurisprudence? [u]
  858. (2009) Abductive cognition: the epistemological and eco-cognitive dimensions of hypothetical reasoning [i] [d]
  859. (2009) Diet and the environment: does what you eat matter? [d]
  860. (2009) Unsimple truths: science, complexity, and policy [i]
  861. (2009) Think, blink or sleep on it?: the impact of modes of thought on complex decision making [d]
  862. (2009) Critical appraisal of physical science as a human enterprise: dynamics of scientific progress [i] [d]
  863. (2009) Ecosystem services: from eye-opening metaphor to complexity blinder [d]
  864. (2009) Prime suspect: an examination of factors that aggravate and counteract confirmation bias in criminal investigations [d]
  865. (2009) The entangled roots of objective knowledge [i] [d]
  866. (2009) Limits to systems engineering [i] [d]
  867. (2009) Developments in task analysis: new methods to study change [p] [d]
  868. (2009) Path dependence in the production of scientific knowledge [d]
  869. (2009/2012) Defending underdetermination or why the historical perspective makes a difference [i] [d]
  870. (2009) What makes parties trust mediators? [d]
  871. (2009) Does spatial visualization ability improve after studying technical drawing? [d]
  872. (2009) The introspection illusion [i]
  873. (2009) Argumentation in artificial intelligence [i] [d]
  874. (2009) Scientific understanding: philosophical perspectives [i]
  875. (2009) Logic, hermeneutics, or both? [d] [u]
  876. (2009) Ignorance: on the wider implications of deficient knowledge [i]
  877. (2009) Unknowability: an inquiry into the limits of knowledge [i]
  878. (2009) Does unconscious thought improve complex decision making? [d]
  879. (2009) Know what you don't know: how great leaders prevent problems before they happen [i]
  880. (2009) The undiscovered Dewey: religion, morality, and the ethos of democracy [i]
  881. (2009) Why school?: reclaiming education for all of us [i]
  882. (2009) Reflexivity in economics: an experimental examination on the self-referentiality in economic theories [i] [d]
  883. (2009) Unsettling questions: cognitive dissonance in self-deception [d]
  884. (2009) Is geography (the discipline) sustainable without geography (the subject)? [d]
  885. (2009) Videogames: the new GIS? [u]
  886. (2009) Invasions of plant communities: more of the same, something very different, or both? [d]
  887. (2009) Appropriate treatment works, but how?: rehabilitating general, psychopathic, and high-risk offenders [i]
  888. (2009) Why do different individuals progress along different life trajectories? [d]
  889. (2009/2010) In praise of the guilty project: a criminal defense lawyer's growing anxiety about innocence projects [u]
  890. (2009) Underdetermination of scientific theory [u]
  891. (2009) Popper and communitarianism: justification and criticism of moral standards [i] [d]
  892. (2009) Logical operations in theory-building case studies [d] [u]
  893. (2009) Building trust with parties: are mediators overdoing it? [d]
  894. (2009) Manufacturing doubt: journalists' roles and the construction of ignorance in a scientific controversy [d]
  895. (2009) Are we talking the walk of community-based research? [d]
  896. (2009) Rethinking intergenerational transmission(s): does a wellbeing lens help?: the case of nutrition [d]
  897. (2009) Learning: an evolutionary analysis [d]
  898. (2009) The Zen doctrine of 'no-method' [d]
  899. (2009) Provisional knowledge [i] [d]
  900. (2009) Psychotherapy, American culture, and social policy: immoral individualism [i] [d]
  901. (2009) Bourdieu's distinction between philosophical and sociological approaches to Science Studies [d]
  902. (2009) Botanical literacy: what and how should students learn about plants? [d]
  903. (2009) Accepting the truth of a story about the facts of a criminal case [i]
  904. (2009) The Toulmin argument model in artificial intelligence, or: how semi-formal, defeasible argumentation schemes creep into logic [i] [d]
  905. (2009) Today's food system: how healthy is it? [d]
  906. (2009) Event ecology, causal historical analysis, and human–environment research [d]
  907. (2009) Jumping to a conclusion: fallacies and standards of proof [d] [u]
  908. (2009) Coalitions, science, and belief change: comparing adversarial and collaborative policy subsystems [d]
  909. (2009) Can nature make us more caring?: effects of immersion in nature on intrinsic aspirations and generosity [d]
  910. (2009) On the art of being wrong: an essay on the dialectic of errors [d]
  911. (2009) Why don't students like school?: a cognitive scientist answers questions about how the mind works and what it means for the classroom [i]
  912. (2009) The illusion of depth of understanding in science [i]
  913. (2008) Credibility [of scientists] [d]
  914. (2008) Naturalizing as an error-type in biology [u]
  915. (2008) What makes organic agriculture move: protest, meaning or market?: a polyocular approach to the dynamics and governance of organic agriculture [d]
  916. (2008) Could the use of a knowledge-based system lead to implicit learning? [i] [d]
  917. (2008) Can plantations develop understory biological and physical attributes of naturally regenerated forests? [d]
  918. (2008) A fighting chance: can conservation create a platform for peace within cycles of human conflict? [i]
  919. (2008) What's stopping you?: shatter the 9 most common myths keeping you from starting your own business [i]
  920. (2008) Beyond common sense: psychological science in the courtroom [i]
  921. (2008) Crowdsourcing as a model for problem solving [d]
  922. (2008) Plantation forests and biodiversity: oxymoron or opportunity? [d]
  923. (2008) Volitional pragmatism [d]
  924. (2008) Can environmental history save the world? [d]
  925. (2008) Toward a relational concept of uncertainty: about knowing too little, knowing too differently, and accepting not to know [u]
  926. (2008) Are theories to be evaluated in isolation or relative to alternatives?: an abductive view [d]
  927. (2008) How far and with whom do people socialize?: empirical evidence about distance between social network members [d]
  928. (2008) Who's afraid of the big bad Whorf?: crosslinguistic differences in temporal language and thought [d]
  929. (2008) Socially responsible entrepreneurs: what do they do to create and build their companies? [d]
  930. (2008) Where do people draw lines? [d]
  931. (2008) Is probability the only coherent approach to uncertainty? [d]
  932. (2008) Ecological knowledge shrinks as economies grow [d]
  933. (2008) Pluralism, scientific values, and the value of science [i]
  934. (2008/2014) The Routledge companion to philosophy of science [i]
  935. (2008) Credibility and the use of geospatial media in activism and advocacy [d]
  936. (2008) Understanding and predicting ecological dynamics: are major surprises inevitable? [d]
  937. (2008) What is debate for?: the rationality of Tibetan debates and the role of humor [d]
  938. (2008) Thinking critically about critical thinking: towards a post-critical, dialogic pedagogy for popular visual culture [d]
  939. (2008) Whataboutism [u]
  940. (2008) Is character fate, or is there hope to change my personality yet? [d]
  941. (2008) The myth of mental disorder: transsubstantive behavior and taxometric psychiatry [u]
  942. (2008) Not so innocent: does seeing one's own capability for wrongdoing predict forgiveness? [d]
  943. (2008) Participatory research in conservation and rural livelihoods: doing science together [i]
  944. (2008) What makes one person paranoid and another person anxious?: the differential prediction of social anxiety and persecutory ideation in an experimental situation [d]
  945. (2008/2012) Gaither's dictionary of scientific quotations [i]
  946. (2008) The methodological dilemma: creative, critical, and collaborative approaches to qualitative research [i]
  947. (2008) On the process of becoming a great scientist [d]
  948. (2008) Contentious geographies: environmental knowledge, meaning, scale [i]
  949. (2008) Making research relevant: if it is an evidence-based practice, where's the practice-based evidence? [d]
  950. (2008) The false paths, the endless labors, the turns now this way and now that: participatory action research, mutual vulnerability, and the politics of inquiry [d]
  951. (2008) Engaging contradictions: theory, politics, and methods of activist scholarship [i]
  952. (2008) Who fights?: the determinants of participation in civil war [d]
  953. (2008) Argumentation in science: the cross-fertilization of argumentation theory and science studies [i]
  954. (2008) Philosophical issues in psychiatry: explanation, phenomenology, and nosology [i]
  955. (2008) The recurrence of an illusion: the concept of 'evil' in forensic psychiatry [p] [u]
  956. (2008) What needs to develop in the development of inquiry skills? [d]
  957. (2008) Beyond control of variables: what needs to develop to achieve skilled scientific thinking? [d]
  958. (2008) Narrators defend their side of the story metaphorically at troubled narrative junctions [d]
  959. (2008) On the irrationality of emotion and the rationality of awareness [d]
  960. (2008) How'd you score that gig?: a guide to the coolest jobs—and how to get them [i]
  961. (2008) Science and pseudoscience in law enforcement: a user-friendly primer [d]
  962. (2008) Mixed method nursing studies: a critical realist critique [d]
  963. (2008) Reason, reality and objectivity—shared dogmas and distortions in the way both 'scientistic' and 'postmodern' commentators frame the EBM debate [d]
  964. (2008) Power, politics, and psychotherapy: a constructive caution on unification [d]
  965. (2008) Who cares about wildlife?: social science concepts for exploring human–wildlife relationships and conservation issues [i]
  966. (2008) The local industrial complex?: questioning the link between local foods and energy use [d]
  967. (2008) Can strategic investing transform the corporation? [d]
  968. (2008) Do humans homogenize or differentiate biotas?: it depends
  969. (2008) The unification of systems thinking: is there gold at the end of the rainbow? [d]
  970. (2008) Explaining complex behavior [i]
  971. (2008) What would the Ottawa Charter look like if it were written today? [d]
  972. (2008) Asking the right questions in the right way: the need for a shift in research on psychological treatments for addiction [d]
  973. (2008) John Dewey's ethics: democracy as experience [i]
  974. (2008) Empiricism is not a matter of faith [d]
  975. (2008) Why are there so many banking crises?: the politics and policy of bank regulation [i]
  976. (2008) Noticing noticing: how does investigation of video records change how teachers reflect on their experiences? [d]
  977. (2008) The role of generativity in psychological well-being: does it differ for childless adults and parents? [d]
  978. (2008) Purpose, argument fields, and theoretical justification [d]
  979. (2008) The nature of light: what is a photon? [i]
  980. (2008) The ethics of investing: making money or making a difference? [i]
  981. (2008) Extending the joint problem space: time and sequence as essential features of knowledge building [u]
  982. (2008) The confabulating mind: how the brain creates reality [i]
  983. (2008) The unreliability of naive introspection [d]
  984. (2008) Parents who abuse: what are they thinking? [d]
  985. (2008) Can visualisation save the world?: lessons for landscape architects from visualizing local climate change [i]
  986. (2008) Is poverty more acute near parks?: an assessment of infant mortality rates around protected areas in developing countries [d]
  987. (2008) Writing for all, for some, or for no one?: some thoughts on the applications and evaluations of the writing technique [i] [d]
  988. (2008) Exploring scientific misconduct: isolated individuals, impure institutions, or an inevitable idiom of modern science? [d]
  989. (2008) On the relative independence of thinking biases and cognitive ability [d]
  990. (2008) Coaching questions: a coach's guide to powerful asking skills [i]
  991. (2008) Art leisure instead of art work: a conversation with Randall Szott [u]
  992. (2008) Are cattle, sheep, and goats endangered species? [d]
  993. (2008) Unmasking the truth beneath the beauty: why the supposed aesthetic judgements made in science may not be aesthetic at all [d]
  994. (2008) Seduction without cause: uncovering explanatory neurophilia [d]
  995. (2008) What is cartographic rationality? [d]
  996. (2008) Selective publication of antidepressant trials and its influence on apparent efficacy [d]
  997. (2008) The virtues of ignorance: complexity, sustainability, and the limits of knowledge [i]
  998. (2008) Joyful ignorance and the civic mind [i]
  999. (2008) What are we measuring?: convergence of leadership with interpersonal and non-interpersonal personality [d]
  1000. (2008) Outsmarting the liars: the benefit of asking unanticipated questions [d]
  1001. (2008) Argumentation schemes [i] [d]
  1002. (2008) Witness testimony evidence: argumentation, artificial intelligence, and law [i] [d]
  1003. (2008) Why do we keep turning time into space? [i]
  1004. (2008) Beyond ideology: dialogue [i] [d]
  1005. (2008) When is dying? [d]
  1006. (2008) Beyond the scientific method: model-based inquiry as a new paradigm of preference for school science investigations [d]
  1007. (2008) Cognitive behaviour therapy: from rationalism to constructivism? [d]
  1008. (2008) Critical thinking as disciplinary practice [d]
  1009. (2008) Critical examination of information: a discursive approach and its implementations [u]
  1010. (2008) Why current publication practices may distort science [d]
  1011. (2008) Real kinds but no true taxonomy: an essay in psychiatric systematics [i]
  1012. (2007) Argumentation and distortion [d]
  1013. (2007) Turning back the linguistic turn in the theory of knowledge [d]
  1014. (2007) Does philosophy improve critical thinking skills? [o] [u]
  1015. (2007) Practical reasoning as presumptive argumentation using action based alternating transition systems [d]
  1016. (2007) Sense-making software for crime investigation: how to combine stories and arguments? [d]
  1017. (2007) Spaces speak, are you listening?: experiencing aural architecture [i]
  1018. (2007) Sustainable economic organisation: simply a matter of reconceptualisation or a need for a new ethics? [d]
  1019. (2007) Appreciative inquiry is not (just) about the positive
  1020. (2007) The unity of science [u]
  1021. (2007) Personality and music: can traits explain how people use music in everyday life? [d]
  1022. (2007) Children's questions: a mechanism for cognitive development [d]
  1023. (2007) Puzzle them first!: motivating adolescent readers with question-finding [i]
  1024. (2007) Rethinking expertise [i]
  1025. (2007) Emergent pedagogy: learning to enjoy the uncontrollable—and make it productive [d]
  1026. (2007) Cooperation versus competition: is there really such an issue? [d]
  1027. (2007) Objectivity [i]
  1028. (2007) Perceiving causation via videomicroscopy [d]
  1029. (2007) The model-based view of scientific theories and the structuring of school science programmes [d]
  1030. (2007) What is migration? [d]
  1031. (2007/2010) Gilles Deleuze & Félix Guattari: intersecting lives [i]
  1032. (2007) Psychological categories as homologies: lessons from ethology [d]
  1033. (2007) Ten simple rules for doing your best research, according to Hamming [d]
  1034. (2007) Thinking and reasoning in human decision making: the method of argument and heuristic analysis [i]
  1035. (2007) Thinking beyond the shown: implicit inferences in evidence and argument [d]
  1036. (2007) Does peacekeeping work?: shaping belligerents' choices after civil war [i]
  1037. (2007) Are there such things as 'Narcissists' in social psychology?: a taxometric analysis of the Narcissistic Personality Inventory [d]
  1038. (2007) Incompleteness, error, approximation, and uncertainty: an ontological approach to data quality [i] [d]
  1039. (2007) In a shade of blue: pragmatism and the politics of Black America [i]
  1040. (2007) Whose science and whose religion?: reflections on the relations between scientific and religious worldviews [d]
  1041. (2007) What has psychotherapy inherited from Carl Rogers? [d]
  1042. (2007) Interdisciplinarity, transdisciplinarity, and beyond: the brain, story sharing, and social organization [u]
  1043. (2007) The illusion of knowledge: when more information reduces accuracy and increases confidence [d]
  1044. (2007) Less is more original? [d]
  1045. (2007) The end of life: unknown and unplanned? [d]
  1046. (2007/2014) How to measure anything: finding the value of 'intangibles' in business [i]
  1047. (2007) Technical rationality in Schön's reflective practice: dichotomous or non-dualistic epistemological position [d]
  1048. (2007) Ways of reading as religious power in print globalization [d]
  1049. (2007) How might action learning be used to develop the emotional intelligence and leadership capacity of public administrators? [d]
  1050. (2007) Does psychotherapy training matter?: maybe not [d]
  1051. (2007) Therapeutic collaboration: how does it work? [d]
  1052. (2007) The great ideas of clinical science: 17 principles that every mental health professional should understand [i]
  1053. (2007) Why Bataille now? [i] [u]
  1054. (2007) Do you look to the future or focus on today?: the impact of life experience on intertemporal decisions
  1055. (2007) Do we need to challenge thoughts in cognitive behavior therapy? [d]
  1056. (2007) How healthy is your organization?: the leader's guide to curing corporate diseases and promoting joyful cultures [i]
  1057. (2007) Revisiting the use of self: questioning professional identities [i]
  1058. (2007/2015) What therapists say and why they say it: effective therapeutic responses and techniques [i]
  1059. (2007) Intellectuals searching for publics: who is out there? [d]
  1060. (2007) Error: on our predicament when things go wrong [i]
  1061. (2007) The price of truth: how money affects the norms of science [i]
  1062. (2007) Pseudo-PTSD [d]
  1063. (2007) What are we?: the social construction of the human biological self [d]
  1064. (2007) So why aren't counselors reporting n = 1 research designs? [d]
  1065. (2007) Quantitative behavior analysis and human values [d]
  1066. (2007) Governing through crime: how the war on crime transformed American democracy and created a culture of fear [i]
  1067. (2007) Natural myside bias is independent of cognitive ability [d]
  1068. (2007) The science of real-time data capture: self-reports in health research [i]
  1069. (2007) Making questions work: a guide to what and how to ask for facilitators, consultants, managers, coaches, and educators [i]
  1070. (2007) Teaching for a better world: the why and how of student-initiated curricula [i] [d]
  1071. (2007) Mistakes were made (but not by me): why we justify foolish beliefs, bad decisions, and hurtful acts [i]
  1072. (2007) Coherence, truth, and the development of scientific knowledge [d]
  1073. (2007) The psychology of scientific explanation [d]
  1074. (2007) Why are cooperatives important in agriculture?: an organizational economics perspective [d]
  1075. (2007) Evaluating practical reasoning [d]
  1076. (2007) Jumping to conclusions and the continuum of delusional beliefs [d]
  1077. (2007) Are you your own worst enemy?: the nine inner strengths you need to overcome self-defeating tendencies at work [i]
  1078. (2007) The seductive allure of neuroscience explanations [d]
  1079. (2007) Who is a modeler? [d]
  1080. (2007) How can a knowledge of the past help to conserve the future?: biodiversity conservation and the relevance of long-term ecological studies [d]
  1081. (2007) Mechanisms and psychological explanation [i]
  1082. (2007) When is a patient's behavior unacceptable? [u]
  1083. (2006) Are you selling the right colour?: a cross-cultural review of colour as a marketing cue [d]
  1084. (2006) Integrative learning and action: a call to wholeness [i]
  1085. (2006) Chemistry and the pendulum: what have they to do with each other? [d]
  1086. (2006) The person-oriented versus the variable-oriented approach: are they complementary, opposites, or exploring different worlds? [d]
  1087. (2006) How do adaptive immune systems control pathogens while avoiding autoimmunity? [d]
  1088. (2006) Are we 'experienced listeners'?: a review of the musical capacities that do not depend on formal musical training [d]
  1089. (2006) Diversity of theories in mathematics education—how can we deal with it? [d]
  1090. (2006/2012) System justification theory and research: implications for law, legal advocacy, and social justice [i] [d]
  1091. (2006) Spinning our way to sustainability? [d]
  1092. (2006) Do you see what I see?: examining the epistemic barriers to sustainable agriculture [d]
  1093. (2006) How should nations measure the quality of end-of-life care for older adults?: recommendations for an international minimum data set [d]
  1094. (2006) Dialogue mapping: building shared understanding of wicked problems [i]
  1095. (2006) What happened to civil rights? [d]
  1096. (2006) Accuracy of physician self-assessment compared with observed measures of competence [d]
  1097. (2006) Reconsidering qualitative and quantitative research approaches: a cognitive developmental perspective [d]
  1098. (2006) What is the middle ground, anyway? [d]
  1099. (2006) Mapping whose reality?: geographic information systems (GIS) and 'wild science' [d]
  1100. (2006) From flawed self-assessment to blatant whoppers: the utility of voluntary and involuntary behavior in detecting deception [d]
  1101. (2006) Psychotherapy as religion: the civil divine in America [i]
  1102. (2006) I AM being fair: the bias blind spot as a stumbling block to seeing both sides [d]
  1103. (2006) The power of why: engaging the goal paradox in program evaluation [d]
  1104. (2006) Are 'implicit' attitudes unconscious? [d]
  1105. (2006) Leading through conflict: how successful leaders transform differences into opportunities [i]
  1106. (2006) Scientific perspectivism [i]
  1107. (2006) Why should anyone be led by you?: what it takes to be an authentic leader [i]
  1108. (2006) What is a good death?: terminally ill patients dealing with normative expectations around death and dying [d]
  1109. (2006) How much should a person consume?: environmentalism in India and the United States [i]
  1110. (2006) Is 'shy bladder syndrome' (paruresis) correctly classified as social phobia? [d]
  1111. (2006) Arguing on the Toulmin model: new essays in argument analysis and evaluation [i] [d]
  1112. (2006) Investigative research as a knowledge-generation method: discovering and uncovering [d]
  1113. (2006) What we do not know: using information murals to portray scientific ignorance [d]
  1114. (2006) Demonstrating environmental citizenship?: a study of everyday life among green activists [i]
  1115. (2006) Decision and experience: why don't we choose what makes us happy? [d]
  1116. (2006) Management as a design science mindful of art and surprise: a conversation [d]
  1117. (2006/2016) What is environmental history? [i]
  1118. (2006) The capacity for music: what is it, and what's special about it? [d]
  1119. (2006) How we reason [i]
  1120. (2006) Why doesn't the writing cure help poets? [d]
  1121. (2006) Can between-session (homework) activities be considered a common factor in psychotherapy? [d]
  1122. (2006) Matrices or node-link diagrams: which visual representation is better for visualising connectivity models? [d]
  1123. (2006) Scientific pluralism [i]
  1124. (2006) Don't believe everything you think: the 6 basic mistakes we make in thinking [i]
  1125. (2006) Endophyte or parasite—what decides? [d]
  1126. (2006) On the paradox of corporate social responsibility: how can we use social science and natural science for a new vision? [d]
  1127. (2006) Ways of questioning that can transform organizations—and people [i]
  1128. (2006) Sustainability of mangrove harvesting: how do harvesters' perceptions differ from ecological analysis? [u]
  1129. (2006) Who defines indigenous?: identities, development, intellectuals, and the state in northern Mexico [i]
  1130. (2006) A critical realist rationale for using a combination of quantitative and qualitative methods [d]
  1131. (2006) Need for closure, jumping to conclusions, and decisiveness in delusion-prone individuals [d]
  1132. (2006) Ambiguity in tempo perception: what draws listeners to different metrical levels? [d]
  1133. (2006) A Paul Meehl reader: essays on the practice of scientific psychology [i]
  1134. (2006) Credentialed persons, credentialed knowledge [d]
  1135. (2006) Multi-criteria decision analysis in natural resource management: a critical review of methods and new modelling paradigms [d]
  1136. (2006) Why hasn't the world gotten to yes?: an appreciation and some reflections [d]
  1137. (2006) Biological control of invasive species: solution or pollution? [d]
  1138. (2006) Who trusts?: personality, trust and knowledge sharing [d]
  1139. (2006) Smells like?: sources of uncertainty in the history of the Great Lakes environment [d]
  1140. (2006) The innovation killer: how what we know limits what we can imagine—and what smart companies are doing about it [i]
  1141. (2006) Who has the D? [u]
  1142. (2006) What keeps cells in tissues behaving normally in the face of myriad mutations? [d]
  1143. (2006) Let the brain explain the mind: the case of attention [d]
  1144. (2006) On 'arriving on time', but what is 'on time'? [d]
  1145. (2006) The dimensionality of counterproductivity: are all counterproductive behaviors created equal? [d]
  1146. (2006) Exceeding our grasp: science, history, and the problem of unconceived alternatives [i]
  1147. (2006) The seven deadly sins of argumentative writing [u]
  1148. (2006) 'Are you at peace?': one item to probe spiritual concerns at the end of life [d]
  1149. (2006) Who benefits from disclosure?: exploration of attachment style differences in the effects of expressing emotions [d]
  1150. (2006) What do managers do when subordinates just say 'no'?: an analysis of incidents involving refusal to perform downward requests [i]
  1151. (2006/2012) The people solutions sourcebook [i]
  1152. (2006) Why?: what happens when people give reasons, and why [i]
  1153. (2006) To what ends?: psychotherapy goals and outcomes, the good life, and the principle of beneficence [d]
  1154. (2006) Reasoning in theory and practice [i] [d]
  1155. (2006) Corruption in evidence presentations: effects without causes, cherry picking, overreaching, chartjunk, and the rage to conclude [i]
  1156. (2006) Carving nature at its joints: Paul Meehl's development of taxometrics [d]
  1157. (2006) Fundamentals of critical argumentation [i] [d]
  1158. (2006) Principles of problem solving [d]
  1159. (2006) Identification of informal reasoning fallacies as a function of epistemological level, grade level, and cognitive ability [d]
  1160. (2006) English: meaning and culture [i] [d]
  1161. (2006) The half-second delay: what follows? [d]
  1162. (2006) Investigative interviewing: rights, research, and regulation [i]
  1163. (2006) Overcoming the illusion of will and self-fabrication: going beyond naïve subjective personal introspection to an unconscious/conscious theory of behavior explanation [d]
  1164. (2006) Comics media in conflict resolution programs: are they effective in promoting and sustaining peace?
  1165. (2005) Humor in hospice care: who, where, and how much? [d]
  1166. (2005) Wet growth: should water law control land use? [i]
  1167. (2005) Empirically based guidelines for goal-finding procedures in psychotherapy: are some goals easier to attain than others? [p] [d]
  1168. (2005) Epistemology and the psychology of human judgment [i]
  1169. (2005) Rethinking Freire: globalization and the environmental crisis [i]
  1170. (2005) Just one question: if one question works, why ask several? [p] [d]
  1171. (2005) The science of false memory [i]
  1172. (2005) Leisure and health: why is leisure therapeutic? [d]
  1173. (2005) Answers in search of a question: 'proofs' of the tri-dimensionality of space [d]
  1174. (2005) Making accounting accountable in the public sector [d]
  1175. (2005) You know what land cover is but does anyone else?: an investigation into semantic and ontological confusion [d]
  1176. (2005/2011) Critical thinking skills: developing effective analysis and argument [i]
  1177. (2005) Am I respected or not?: inclusion and reputation as issues in group membership [d]
  1178. (2005) What is journalism?: professional identity and ideology of journalists reconsidered [d]
  1179. (2005) Are you really listening?: keys to successful communication [i]
  1180. (2005) Self-insight: roadblocks and detours on the path to knowing thyself [i]
  1181. (2005) Why Paul Meehl will revolutionize the philosophy of science and why it should matter to psychologists [d]
  1182. (2005) The game of school: why we all play it, how it hurts kids, and what it will take to change it [i]
  1183. (2005) The dynamics of thought [i] [d]
  1184. (2005) Making the unconscious conscious, and vice versa: a bi-directional bridge between neuroscience/cognitive science and psychotherapy? [d]
  1185. (2005) Should your lips be zipped?: how therapist self-disclosure and non-disclosure affects clients [d]
  1186. (2005) Brain fiction: self-deception and the riddle of confabulation [i]
  1187. (2005) Why most published research findings are false [d]
  1188. (2005) Treatment outcomes, common factors, and continued neglect of mechanisms of change [d]
  1189. (2005) Domain-specific identity, epistemic regulation, and intellectual ability as predictors of belief-biased reasoning: a dual-process perspective [d]
  1190. (2005) Problem detection [d]
  1191. (2005) What really is strategic process? [i]
  1192. (2005) When asking 'why' does not hurt: distinguishing rumination from reflective processing of negative emotions [d]
  1193. (2005) Ecological sanitation—a way to solve global sanitation problems? [d]
  1194. (2005) Reassembling the social: an introduction to actor-network-theory [i]
  1195. (2005) To grow in wisdom: Vannevar Bush, information overload, and the life of leisure [i] [d]
  1196. (2005) Planting misinformation in the human mind: a 30-year investigation of the malleability of memory [d]
  1197. (2005) Deconstructing, reconstructing, preserving Paul E. Meehl's legacy of construct validity [d]
  1198. (2005) Leading with questions: how leaders find the right solutions by knowing what to ask [i]
  1199. (2005) Are you big enough for your job? Is your job big enough for you? Exploring levels of work in organisations
  1200. (2005) The quantitative imperative vs the imperative of presuppositions [d]
  1201. (2005) What's an integrationist?: a study of self-identified integrative and (occasionally) eclectic psychologists [d]
  1202. (2005) A critical epistemology of analytical statistics: addressing the sceptical realist [d]
  1203. (2005) Is your genius at work?: 4 key questions to ask before your next career move [i]
  1204. (2005/2013) Why great leaders don't take yes for an answer: managing for conflict and consensus [i]
  1205. (2005) Whose oppression is this?: the cultivation of compassionate action in dissolving the dualistic barrier [i]
  1206. (2005) Who are the oppressed? [i]
  1207. (2005) 'It is a horrible term for someone': service user and provider perspectives on 'personality disorder' [d]
  1208. (2005) Older but not wiser?: the relationship between age and wisdom [d]
  1209. (2005) The edifice complex: how the rich and powerful shape the world [i]
  1210. (2005/2010) Art practice as research: inquiry in visual arts [i]
  1211. (2005) Why is connection with others so critical?: the formation of dyadic states of consciousness and the expansion of individuals' states of consciousness: coherence governed selection and the co-creation of meaning out of messy meaning making [i]
  1212. (2005) Multiplicity, criticism and knowing what to do next: way-finding in a transmodern world: response to Meera Nanda's Prophets facing backwards [d]
  1213. (2005) Why devise? Why now? Why breathe?
  1214. (2005) Constructing a life philosophy: opposing viewpoints [i]
  1215. (2005) Why is drawing interesting? [d]
  1216. (2004) Knowledge and civilization [i]
  1217. (2004) Intuitive inquiry: an epistemology of the heart for scientific inquiry [d]
  1218. (2004) What motivates members to participate in co-operative and mutual businesses? [d]
  1219. (2004) Logical non-apriorism and the law of non-contradiction [i]
  1220. (2004) Inventing temperature: measurement and scientific progress [i]
  1221. (2004) The irreducible complexity of objectivity [d]
  1222. (2004/2008) How do you design?: a compendium of models [u]
  1223. (2004) Are religious people nicer people?: taking a closer look at the religion–empathy relationship [d]
  1224. (2004) How can I know what I don't know?: poor self assessment in a well-defined domain [d]
  1225. (2004) Playing sick?: untangling the web of Munchausen syndrome, Munchausen by proxy, malingering & factitious disorder [i]
  1226. (2004) How models are used to represent reality [d]
  1227. (2004) Laws of men and laws of nature: the history of scientific expert testimony in England and America [i]
  1228. (2004) Where do spacing and timing happen?: two movements in the loss of cosmological innocence [d]
  1229. (2004) Essentialist beliefs about personality and their implications [d]
  1230. (2004) Pampered or enslaved?: the moral dilemmas of pets [d]
  1231. (2004) The heart of the actor: let it all out or keep a healthy distance? [i]
  1232. (2004) Native anthroplogy: the Japanese challenge to Western academic hegemony [i]
  1233. (2004) Do occupational groups vary in expressed organizational culture preferences? [d]
  1234. (2004/2008) What should we do with our brain? [i]
  1235. (2004/2011) Optimizing the power of action learning: solving problems and building leaders in real time [i]
  1236. (2004) Animal pragmatism: rethinking human–nonhuman relationships [i]
  1237. (2004) From inference to reasoning: the construction of rationality [d]
  1238. (2004) Smart questions: learn to ask the right questions for powerful results [i]
  1239. (2004) From consent to mutual inquiry [d]
  1240. (2004) If ontology is the solution, what is the problem? [i] [p]
  1241. (2004) What are you afraid of?: a body/mind guide to courageous living [i]
  1242. (2004/2017) Cognitive illusions: intriguing phenomena in thinking, judgement and memory [i]
  1243. (2004) Decision support for practical reasoning: a theoretical and computational perspective [i] [d]
  1244. (2004) Is anger a thing-to-be-managed? [d]
  1245. (2004) Common factors and our sacred models [d]
  1246. (2004) The reference librarian as non-expert: a postmodern approach to expertise [d]
  1247. (2004) Action inquiry: the secret of timely and transforming leadership [i]
  1248. (2004) The scientist as philosopher: philosophical consequences of great scientific discoveries [i] [d]
  1249. (2004) 'How can I be a Buddhist if I don't like to sit?' [i]
  1250. (2003) Scientific myth-conceptions [d]
  1251. (2003) A life full of learning [d]
  1252. (2003) How (un) ethical are you? [u]
  1253. (2003) Confronting the gaps by being present in 'not knowing' [u]
  1254. (2003) Can we dissolve physical entities into mathematical structures? [d]
  1255. (2003) Transforming inquiry and action: interweaving 27 flavors of action research [d]
  1256. (2003) Understanding the language of science [i]
  1257. (2003) What can we learn by looking for the first code of professional ethics? [d]
  1258. (2003/2006) Two regimes of madness: texts and interviews 1975–1995 [i]
  1259. (2003) Why aren't you your own boss?: leaping over the obstacles that stand between you and your dream [i]
  1260. (2003) Practice-based evidence [d]
  1261. (2003) Counterexamples by possible conjunction and the sufficiency of premises [d]
  1262. (2003) Representing uncertainty: does it help people make better decisions? [u]
  1263. (2003) Beyond realism and antirealism: John Dewey and the neopragmatists [i]
  1264. (2003) A perspective on judgment and choice: mapping bounded rationality [p] [d]
  1265. (2003) Toward ecologically sustainable democracy? [i]
  1266. (2003) Folkscience: coarse interpretations of a complex reality [d]
  1267. (2003) Peirce's notion of abduction and Deweyan inquiry [u]
  1268. (2003) Key management questions: smart questions for every business situation [i]
  1269. (2003) Unregulated Internet usage: addiction, habit, or deficient self-regulation? [d]
  1270. (2003) Behavior theory and philosophy [i] [d]
  1271. (2003/2014) Science and pseudoscience in clinical psychology [i]
  1272. (2003) Using focus groups in research [i]
  1273. (2003) Protest, collaboration, and creation of alternative models: women's health activists using the Internet [i] [d]
  1274. (2003) Minding science: constructivism and the discourse of inquiry [d]
  1275. (2003) Science as systemic intervention: some implications of systems thinking and complexity for the philosophy of science [d]
  1276. (2003) In memoriam Ivan Illich: critic of professionalized design [d]
  1277. (2003) Causation as folk science [u]
  1278. (2003) Unified science as political philosophy: positivism, pluralism and liberalism [d]
  1279. (2003/2008) Weaving self-evidence: a sociology of logic [i]
  1280. (2003) What exactly is a youth development program?: answers from research and practice [d]
  1281. (2003) Is there a fundamental level? [d]
  1282. (2003) The blind men and the elephant: mastering project work: how to transform fuzzy responsibilities into meaningful results [i]
  1283. (2003/2006) The leader's guide to skills: unlocking the creativity and innovation in you and your team [i]
  1284. (2003) Mathematics and the theory of multiplicities: Badiou and Deleuze revisited [d]
  1285. (2003) Deleuze and the liberal tradition: normativity, freedom and judgement [d]
  1286. (2003) What is time geography? [u]
  1287. (2003) The scientist as autodidact [i]
  1288. (2002) Why are artists poor?: the exceptional economy of the arts [i]
  1289. (2002) Decomposing the mind-brain: a long-term pursuit [d]
  1290. (2002) How does the relationship facilitate productive client thinking? [d]
  1291. (2002) Iatrogenic symptoms in psychotherapy: a theoretical exploration of the potential impact of labels, language and belief systems [p] [u]
  1292. (2002) One size cannot fit all: a stage model for psychotherapy manual development [d]
  1293. (2002) Participatory action research in natural resource management: a critique of the method based on five years' experience in the Transamazônica region of Brazil [i]
  1294. (2002) 78 important questions every leader should ask and answer [i]
  1295. (2002) Economic aspects of social and environmental violence [d]
  1296. (2002) Why Deleuze? [i]
  1297. (2002/2004) Desert islands and other texts, 1953–1974 [i]
  1298. (2002) Reconsidering Kant, Friedman, logical positivism, and the exact sciences [d]
  1299. (2002) The learning organization: Foucauldian gloom or utopian sunshine? [d]
  1300. (2002) Food ethics: a decision making tool for the food industry? [d]
  1301. (2002) Memory and suggestibility in the forensic interview [i]
  1302. (2002) Underestimating costs in public works projects: error or lie? [d]
  1303. (2002) Becoming a reflective practitioner: a continuing professional development strategy through humanistic action research [d]
  1304. (2002) The challenges of Ivan Illich: a collective reflection [i]
  1305. (2002) Is art good for us?: beliefs about high culture in American life [i]
  1306. (2002/2010) Guided reflection: a narrative approach to advancing professional practice [i]
  1307. (2002) Is GIS for women?: reflections on the critical discourse in the 1990s [d] [u]
  1308. (2002) Illusory causation in the courtroom [d]
  1309. (2002) War of the worlds: what about peace? [i]
  1310. (2002) The mistaken dimensionality of CAD [d]
  1311. (2002) Model-based reasoning: science, technology, values [i] [d]
  1312. (2002) Fitness and leadership: is there a relationship?: regular exercise correlates with higher leadership ratings in senior-level executives [d]
  1313. (2002) Who is 'forest-dependent'?: capturing local variation in forest-product sale, eastern Honduras [d]
  1314. (2002) When 'stupid' is smarter than we are: mindlessness and the attribution of stupidity [i]
  1315. (2002) Can self-study challenge the belief that telling, showing, and guided practice constitute adequate teacher education? [i]
  1316. (2002) Arguments, contradictions, resistances, and conceptual change in students' understanding of atomic structure [d]
  1317. (2002) Who says change can be managed?: positions, perspectives and problematics [d]
  1318. (2002/2010) Mastering the art of asking questions [i]
  1319. (2002) No place to learn: why universities aren't working [i]
  1320. (2002) Engineering philosophy of science: American pragmatism and logical empiricism in the 1930s [d]
  1321. (2002/2011) Questions to ask when writing and editing a narrative that reconstructs events [u]
  1322. (2002) Abnormality: does it define us or do we define it? [i]
  1323. (2002) All models are wrong: reflections on becoming a systems scientist [d]
  1324. (2002) 'Diagnosing' behaviour: cui bono? [i]
  1325. (2002) Questions of skill [o] [u]
  1326. (2002) Learning to exercise timely action now: toward a theory and practice of timely action [u]
  1327. (2002) Bikeability checklist: how bikeable is your community? [o] [u]
  1328. (2002) Palms as rainforest resources: how evenly are they distributed in Peruvian Amazonia? [d]
  1329. (2002) The language of psychoanalytic discourse [d]
  1330. (2002) Did Śāntideva destroy the bodhisattva path? [u]
  1331. (2002) Encyclopedia of positive questions: using appreciative inquiry to bring out the best in your organization [i]
  1332. (2001) Error types [d]
  1333. (2001) The unfinished system of nonknowledge [i]
  1334. (2001/2015) The Sage handbook of action research: participative inquiry and practice [i]
  1335. (2001) Scientific realism: selected essays of Mario Bunge [i]
  1336. (2001/2009) Clear leadership: sustaining real collaboration and partnership at work [i]
  1337. (2001) Sit still and pay attention? [d]
  1338. (2001) Business ethics: brightening the corner where we are [d]
  1339. (2001/2009) Doing action research in your own organization [i]
  1340. (2001) Participation: the new tyranny? [i]
  1341. (2001) Conflict of interest in the professions [i]
  1342. (2001) What is the end point of psychotherapy integration?: a commentary [d]
  1343. (2001) Making social science matter: why social inquiry fails and how it can succeed again [i]
  1344. (2001) A tale of three blind men on the proper subject matter of clinical science and practice: commentary on Plaud's behaviorism vs. Ilardi and Feldman's cognitive neuroscience [p] [d]
  1345. (2001) The adversary system and historical accuracy: can we do better? [i]
  1346. (2001) Discriminators of moral orientation: gender role or personality? [d]
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  1350. (2001) A model for extending hands-on science to be inquiry based [d]
  1351. (2001) How the way we talk can change the way we work: seven languages for transformation [i]
  1352. (2001) Abduction, reason, and science: processes of discovery and explanation [i] [d]
  1353. (2001) Ethnic diversity and the use of humor in counseling: appropriate or inappropriate? [d]
  1354. (2001) Is gratitude a moral affect? [d]
  1355. (2001) Building better theory: time and the specification of when things happen [d]
  1356. (2001) What is complexity science, really? [d]
  1357. (2001) Where has all the education gone? [d]
  1358. (2001/2004) The three enlightenments [i]
  1359. (2001) What is your school's mental health profile? [d]
  1360. (2001) A stage model of behavioral therapies research: getting started and moving on from stage I [d]
  1361. (2001) The seven sins of memory: how the mind forgets and remembers [i]
  1362. (2001) Behavior as a social construction [d]
  1363. (2001) Twilight of the perfect-model model [d]
  1364. (2001) Johnstone's view of rhetorical and dialectical argument [d] [u]
  1365. (2001) Wrongly convicted: perspectives on failed justice [i]
  1366. (2001) Some notes on theoretical constructs: types and validation from a contextual behavioral perspective [u]
  1367. (2001) The philosophy of Donald T. Campbell: a short review and critical appraisal [d]
  1368. (2001) Bipolarity... or not?: some conceptual problems relating to bipolar rating scales [d]
  1369. (2000) Be your own coach: your pathway to possibility [i]
  1370. (2000) Collaborative inquiry in practice: action, reflection, and making meaning [i]
  1371. (2000) Energy: between physics and metaphysics [i]
  1372. (2000) Travel broadens the mind [d]
  1373. (2000) Myth as ideology, and scholarship as myth with footnotes [d]
  1374. (2000) Portraying science accurately in classrooms: emphasizing open-mindedness rather than relativism [d]
  1375. (2000/2007) Strategies that work: teaching comprehension for understanding and engagement [i]
  1376. (2000) Training yourself: the 21st century credential [i]
  1377. (2000/2009) Becoming a reflective practitioner [i]
  1378. (2000) Can wicked problems be tackled through abductive inferencing? [d]
  1379. (2000) Personal theories, intellectual ability, and epistemological beliefs: adult age differences in everyday reasoning biases [p] [d]
  1380. (2000) Exploring science: the cognition and development of discovery processes [i]
  1381. (2000) The construct of mindfulness [d]
  1382. (2000) Action research and reflective practice: towards a holistic view [d]
  1383. (2000) Accounting as simulacrum and hyperreality: perspectives on income and capital [d]
  1384. (2000) Voodoo science: the road from foolishness to fraud [i]
  1385. (2000) Truth v. justice: the morality of truth commissions [i]
  1386. (2000/2006) Coaching and consultation revisited: are they the same? [i]
  1387. (2000) On slowness in philosophy [d]
  1388. (2000) Three paradigms of assessment: measurement, procedure, and inquiry [d]
  1389. (2000) Uncertain hazards: environmental activists and scientific proof [i]
  1390. (2000) Scare tactics: arguments that appeal to fear and threats [i] [d]
  1391. (2000) Victimized by 'victims': a taxonomy of antecedents of false complaints against psychotherapists [d]
  1392. (2000) Real science: what it is, and what it means [i] [d]
  1393. (1999) What, then, is time? [i]
  1394. (1999/2006) Diagnosing and changing organizational culture: based on the competing values framework [i]
  1395. (1999) Junk skepticism and recovered memory: a reply to Piper [d]
  1396. (1999) Self, social identity, and physical health: interdisciplinary explorations [i]
  1397. (1999) Why don't people change? What stops them from changing? An integrative commentary on the special issue on resistance [d]
  1398. (1999) Why do whales and children sing?: a guide to listening in nature [i]
  1399. (1999) Against and beyond core theoretical models [i]
  1400. (1999) Controversies in psychotherapy and counselling [i]
  1401. (1999) The case for pragmatic psychology [i]
  1402. (1999) Rethinking the fifth discipline: learning within the unknowable [i]
  1403. (1999) Science without laws [i]
  1404. (1999) 'Limits to therapy and counselling': deconstructing a professional ideology [d]
  1405. (1999) Dialogue and the art of thinking together: a pioneering approach to communicating in business and in life [i]
  1406. (1999) What can we learn from time-use data?
  1407. (1999) On seeking first to understand [d]
  1408. (1999) Living life as inquiry [d]
  1409. (1999) Have you ever?: questions about you, your friends, and your world [i]
  1410. (1999) On being a secularist all the way down [i]
  1411. (1999/2008) Caring enough to lead: how reflective practice leads to moral leadership [i]
  1412. (1999) Why don't continents move? Why don't people change? [d]
  1413. (1999) H.G. Wells's idea of a World Brain: a critical reassessment [d]
  1414. (1999/2012) Decolonizing methodologies: research and indigenous peoples [i]
  1415. (1999) Reconciling empirical knowledge and clinical experience: the art and science of psychotherapy [i]
  1416. (1999) Who is rational?: studies of individual differences in reasoning [i]
  1417. (1999) One-sided arguments: a dialectical analysis of bias [i]
  1418. (1999) The fallacy of many questions: on the notions of complexity, loadedness and unfair entrapment in interrogative theory [d]
  1419. (1998) Isolation: artist's friend or foe?
  1420. (1998/2009) The Sage handbook of applied social research methods [i]
  1421. (1998) The vulnerable therapist: practicing psychotherapy in an age of anxiety [i]
  1422. (1998) Whose development?: an ethnography of aid [i]
  1423. (1998/2013) The art and science of evaluation in the arts therapies: how do you know what's working? [i]
  1424. (1998) Is critical thinking culturally biased? [d]
  1425. (1998) Whose knowledge, whose nature?: biodiversity, conservation, and the political ecology of social movements [u]
  1426. (1998/2004) Double exposure: cutting across Buddhist and Western discourses [i]
  1427. (1998) What good are positive emotions? [d]
  1428. (1998) Behavior analysis of private events is possible, progressive, and nondualistic: a response to Lamal [d]
  1429. (1998) The art of the question: a guide to short-term question-centered therapy [i]
  1430. (1998) On the limits to empowerment through critical and feminist pedagogies [i]
  1431. (1998) Innate talents: reality or myth? [d]
  1432. (1998) Expanding hermeneutics: visualism in science [i]
  1433. (1998) From the world of science to the world of research? [d]
  1434. (1998) Smart thinking for crazy times: the art of solving the right problems [i]
  1435. (1998) Confirmation bias: a ubiquitous phenomenon in many guises [d]
  1436. (1998) The Latino character of American pragmatism [d] [u]
  1437. (1998) Leading by asking good questions [i]
  1438. (1998) The development of logic in adulthood: postformal thought and its applications [i] [d]
  1439. (1998/2007) Co-active coaching: new skills for coaching people toward success in work and life [i]
  1440. (1998) Worry versus anxiety: is there really a difference? [d]
  1441. (1997) Is happiness a cause of health? [d]
  1442. (1997) A developmental perspective on psychotherapy process, psychotherapists' expertise, and 'meaning-making conflict' within therapeutic relationships: part II [d]
  1443. (1997) An introduction to comparative philosophy: a travel guide to philosophical space [i]
  1444. (1997) History versus science: the evolutionary solution [d]
  1445. (1997) Circular questioning: an introductory guide [d]
  1446. (1997) Whose reality counts?: putting the first last [i]
  1447. (1997) An examination of the constraints on mutual inquiry in a participatory action research project [d]
  1448. (1997) Why can't most people draw what they see? [d]
  1449. (1997) The unit of selection: what do reinforcers reinforce? [d]
  1450. (1997) Epistemological anarchy and the many forms of constructivism [d]
  1451. (1997/2014) How to read a paper: the basics of evidence-based medicine [i]
  1452. (1997/2012) Good reasoning matters!: a constructive approach to critical thinking [i]
  1453. (1997) The art of doing science and engineering: learning to learn [i]
  1454. (1997) Objective, subjective and intersubjective selectors of knowledge [u]
  1455. (1997) Marxism and dualism in Deleuze
  1456. (1997) Knowing and erring: the consolations of error: essay on developmental epistemology [i]
  1457. (1997) Arguing about public issues: what can we learn from practical ethics? [d]
  1458. (1997) Making us crazy: DSM: the psychiatric bible and the creation of mental disorders [i]
  1459. (1997/2010) Tools of critical thinking: metathoughts for psychology [i]
  1460. (1997) How to give advice [u]
  1461. (1997) Who is arguing about the cat?: moral action and enlightenment according to Dōgen [d]
  1462. (1997) Lifelong unlearning [i]
  1463. (1997) How can we be sure?: using truth criteria to validate memories [i]
  1464. (1997) Reasoning independently of prior belief and individual differences in actively open-minded thinking [d]
  1465. (1997) Power and invention: situating science [i]
  1466. (1997) Towards a methodology of psychological practice: the regulative cycle [d]
  1467. (1997) Health psychology: what is an unhealthy environment and how does it get under the skin? [d]
  1468. (1997) Judging how heavily a question is loaded: a pragmatic method [u]
  1469. (1997) The liberty tree [u]
  1470. (1997) 75 cage-rattling questions to change the way you work: shake-em-up questions to open meetings, ignite discussion, and spark creativity [i]
  1471. (1997) Using questioning to guide student thinking [d]
  1472. (1996) The boat: Neurath's image of knowledge [i] [d]
  1473. (1996) Otto Neurath: philosophy between science and politics [i] [d]
  1474. (1996) Gaslighting, the double whammy, interrogation, and other methods of covert control in psychotherapy and psychoanalysis [i]
  1475. (1996) Acceptable ignorance, negotiable disagreement: alternative views of learning [i] [d]
  1476. (1996) Human judgment and social policy: irreducible uncertainty, inevitable error, unavoidable injustice [i]
  1477. (1996) Who says?: essays on pivotal issues in contemporary storytelling [i]
  1478. (1996) Deschooling our lives [i]
  1479. (1996) Forward to Deschooling our lives [i]
  1480. (1996) Living off the waste of development
  1481. (1996) Feminism and science [i]
  1482. (1996/2009) InterViews: learning the craft of qualitative research interviewing [i]
  1483. (1996) Error and the growth of experimental knowledge [i]
  1484. (1996) From cultural to existential diversity: the impossibility of psychotherapy integration within a traditional framework [d]
  1485. (1996) Models of teaching and learning: participation in a community of learners [i] [d]
  1486. (1996) What's the problem?: an introduction to problem structuring methods [d]
  1487. (1996/2005) What works for whom?: a critical review of psychotherapy research [i]
  1488. (1996) Sequencing to build coalitions: with whom should I talk first? [i]
  1489. (1996) Reinventing the university: a radical proposal for a problem-focused university [i]
  1490. (1996/2009) An integrated approach to communication theory and research [i]
  1491. (1996) Beyond theory: changing organizations through participation [i]
  1492. (1996) Argument structure: a pragmatic theory [i]
  1493. (1996) The witch hunt as a structure of argumentation [d]
  1494. (1996) The fetish of technique: methodology as a social defence [d]
  1495. (1996) Individual differences in listening styles: Do you hear what I hear? [d]
  1496. (1995) Can we talk?: on the elusiveness of dialogue [d]
  1497. (1995) How do public managers manage?: bureaucratic constraints, organizational culture, and the potential for reform [i]
  1498. (1995/2016) The craft of research [i]
  1499. (1995) Concepts and paradigms in spatial information: are current geographical information systems truly generic? [d]
  1500. (1995/1997) Eyewitness to science [i]
  1501. (1995) A bigger picture: cause and cognition in relation to differing scientific frameworks [d]
  1502. (1995) But is it art?: the spirit of art as activism [i]
  1503. (1995) Beyond one-dimensional change: parallel, concurrent, socially distributed processes in learning and development [d]
  1504. (1995) What might cognition be, if not computation? [d]
  1505. (1995/2003) Masterful coaching: inspire an 'impossible future' while producing extraordinary leaders and extraordinary results [i]
  1506. (1995) Construing on the edge: clinical mythology in working with borderline processes [i] [d]
  1507. (1995) Proving you're qualified: strategies for competent people without college degrees [i]
  1508. (1995) Objectivity as responsibility [d]
  1509. (1995) Multiple explanation: a consider-an-alternative strategy for debiasing judgments [d]
  1510. (1995) Personal problem solving in a simulated setting: do perceptions accurately reflect behavior? [d]
  1511. (1995) Integrating self and system: an empty intersection? [d]
  1512. (1995) Memory distortion: how minds, brains, and societies reconstruct the past [i]
  1513. (1995) Knowledge growth and maintenance across the life span: the role of print exposure [d]
  1514. (1995) Defying the crowd: cultivating creativity in a culture of conformity [i]
  1515. (1995) 'What should I draw today?': sketchbooks in early childhood [d]
  1516. (1995/2000) A warning to students of all ages [o] [u]
  1517. (1995) Rethinking 'Don't blame the victim': the psychology of victimhood [d]
  1518. (1994) Argumentation-based design rationale: what use at what cost? [d]
  1519. (1994) Dewey's new logic: a reply to Russell [i]
  1520. (1994) The double mirror: a skeptical journey into Buddhist tantra [i]
  1521. (1994) Business ethics: knowing ourselves [d]
  1522. (1994) Where is the mind?: constructivist and sociocultural perspectives on mathematical development [d]
  1523. (1994) Are psychological models of adult development still important for the practice of adult education? [d]
  1524. (1994) Does the use of analogies contribute to conceptual change? [d]
  1525. (1994) House of cards: psychology and psychotherapy built on myth [i]
  1526. (1994) Incurable unemployment: a progressive disease of modern societies? [d]
  1527. (1994) Why do we work? [u]
  1528. (1994) Teaching to transgress: education as the practice of freedom [i]
  1529. (1994) Orientation to inquiry in a reflective professional psychology [i]
  1530. (1994/2001) Death to dust: what happens to dead bodies? [i]
  1531. (1994) False rape allegations [d]
  1532. (1994) Reason, reasons and reasoning: a constructivist account of human rationality [d]
  1533. (1994) Methods of ethics: wide reflective equilibrium and a kind of consequentialism [d]
  1534. (1994/2007) Ecological understanding: the nature of theory and the theory of nature [i]
  1535. (1994) Behaviorism and mentalism: is there a third alternative? [d]
  1536. (1994) Planning science: Otto Neurath and the International Encyclopedia of Unified Science [d]
  1537. (1994) Balancing inquiry and advocacy [i]
  1538. (1994) The ladder of inference [i]
  1539. (1994/2002) The skilled facilitator: a comprehensive resource for consultants, facilitators, managers, trainers, and coaches [i]
  1540. (1994) Mindfulness and meaningful work: explorations in right livelihood [i]
  1541. (1994) Suggestions of abuse: true and false memories of childhood sexual trauma [i]
  1542. (1993) Telling your own stories: a new resource for discovering and creating your own stories [i]
  1543. (1993) What to ask when you don't know what to say: 555 powerful questions to use for getting your way at work [i]
  1544. (1993/1997) Literature and life [i]
  1545. (1993) Chan insights and oversights: an epistemological critique of the Chan tradition [i]
  1546. (1993) 'Power in the service of love': John Dewey's Logic and the dream of a common language [d]
  1547. (1993) How much is enough?: controlling water demand in apartment buildings [i]
  1548. (1993) Science as argument: implications for teaching and learning scientific thinking [d]
  1549. (1993) Questions about questions: situating the therapist's curiosity in front of the family [i]
  1550. (1993) What is 'experiencing'?: a critical review of meanings and applications in psychotherapy [d]
  1551. (1993/2006) Philosophy of science: help or hindrance? [i]
  1552. (1993) Environmentalism: the view from anthropology [i]
  1553. (1993) The process of change in cognitive therapy: schema change or acquisition of compensatory skills? [d]
  1554. (1993) Analysis analysed: when the map becomes the territory [i]
  1555. (1993) Decision science or decision-aid science? [d]
  1556. (1993) Does business ethics make economic sense? [d]
  1557. (1993) Cultural politics of everyday life: social constructionism, rhetoric and knowing of the third kind [i]
  1558. (1992/1994) A dictionary of philosophical quotations [i]
  1559. (1992) Objectivity and the escape from perspective [d]
  1560. (1992) How much is enough?: the consumer society and the future of the earth [i]
  1561. (1992) The cognitive construction of scientific knowledge: response to Pickering [d]
  1562. (1992) The particular-circumstance model of scientific explanation [i]
  1563. (1992) Thinking as argument [d]
  1564. (1992) Factors and taxa, traits and types, differences of degree and differences in kind [d]
  1565. (1992/1995) Conversations on science, culture, and time [i]
  1566. (1992) Scientific management: technique or cultural ideology? [d]
  1567. (1992) After analytic philosophy, what's next?: an analytic philosopher's perspective [d]
  1568. (1992) Toward better problems: new perspectives on abortion, animal rights, the environment, and justice [i]
  1569. (1992) Personal construct theory and alternative constructions of psychological disorder and therapy [i]
  1570. (1991) Have all won and must all have prizes?: revisiting Luborsky et al.'s verdict [d]
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  1572. (1991) The rhetoric of immediacy: a cultural critique of Chan/Zen Buddhism [i]
  1573. (1991) Dialectics and the macrostructure of arguments: a theory of argument structure [i] [d]
  1574. (1991/1993) We have never been modern [i]
  1575. (1991) Human change processes: the scientific foundations of psychotherapy [i]
  1576. (1991) Questioning the sacred cow of the transference [i] [d]
  1577. (1991) 'What we have here, is a failure to communicate': on the inherent indefensibility of behaviorist metaphysics [d]
  1578. (1990) Wisdom: the art of problem finding [i]
  1579. (1990) The scholastic point of view [d]
  1580. (1990/2005) Critical thinking in clinical practice: improving the quality of judgments and decisions [i]
  1581. (1990) Wisdom and reflective judgment: knowing in the face of uncertainty [i]
  1582. (1990) Can psychotherapists transcend the shackles of their training and superstitions? [d]
  1583. (1990) How universal is something we can call 'therapy'?: some implications of non-Western healing systems for intercultural work [d]
  1584. (1990) The loss of wisdom [i]
  1585. (1990) What is really unethical about insider trading? [d]
  1586. (1990) Words of power: a feminist reading of the history of logic [i]
  1587. (1990/1994) What is education for? [i]
  1588. (1990) Killing the spirit: higher education in America [i]
  1589. (1990) Wisdom: its nature, origins, and development [i]
  1590. (1990) The adult problem solver as person scientist
  1591. (1990) Professionalism as purification ritual: alienation and disintegration in the university [d]
  1592. (1989) The problem of the problem [i]
  1593. (1989/1992) What is a dispositif? [i]
  1594. (1989) The philanthropic vision: the Owatonna Art Education Project as an example of 'private' interests in public schooling [d]
  1595. (1989/2003) Ilha das flores = Isle of flowers [or: Island of flowers] [o]
  1596. (1989) When is an object not an object?: the effect of 'meaning' upon the copying of line drawings [d]
  1597. (1989) Why methodological behaviorism is mentalistic [d]
  1598. (1989) The creative construction of rationality: a paradox? [i] [d]
  1599. (1989) The (even) bolder model: the clinical psychologist as metaphysician–scientist–practitioner [d]
  1600. (1989) Contemporary behaviorism versus the old behavioral straw man in Gardner's The mind's new science: a history of the cognitive revolution [d]
  1601. (1989) Collingwood's logic of question and answer [d]
  1602. (1989) The powers of problem definition: the case of government paperwork [d]
  1603. (1989) How can Chinese children draw so well?
  1604. (1988/2008) Thinking and deciding [i] [d]
  1605. (1988/1993) What is an event? [i]
  1606. (1988) Making intuitive knowledge explicit through future technology [i]
  1607. (1988) Ambiguity and rationality [d]
  1608. (1988) Discovery-oriented psychotherapy research: rationale, aims, and methods [d]
  1609. (1988) Questions and questioning [i] [d]
  1610. (1988) Questioning and problems in philosophy of science: problem-solving versus directly truth-seeking epistemologies [i] [d]
  1611. (1988/2008) Clinical assessment of malingering and deception [i]
  1612. (1988) Alternatives to psychoanalytic psychobiography [i]
  1613. (1988) The creative attitude: learning to ask and answer the right questions [i]
  1614. (1988) Computational philosophy of science [i]
  1615. (1987/2001) What is the creative act? [i]
  1616. (1987/1992) The insanity of normality: realism as sickness: toward understanding human destructiveness [i]
  1617. (1987) The persistence of error: essays in developmental epistemology [i]
  1618. (1986) Evolutionary epistemology, durational metaphysics, and theoretical physics: Čapek and the Bergsonian tradition [i]
  1619. (1986/2000) The biographical illusion [i]
  1620. (1986) Learning how to ask: a sociolinguistic appraisal of the role of the interview in social science research [i]
  1621. (1986/1988) Foucault [i]
  1622. (1986) Evolution and the triumph of homology, or why history matters [d]
  1623. (1986/2010) You and your research [i] [d] [u]
  1624. (1986) What the hell do we want an artist here for? [i]
  1625. (1986) Scientific change: philosophical models and historical research [d]
  1626. (1986) In search of artistic excellence: the social construction of artistic values [d]
  1627. (1986/1989) Reflexive epistemology: the philosophical legacy of Otto Neurath [i] [d]
  1628. (1985) The price of the ticket: collected nonfiction, 1948–1985 [i]
  1629. (1985) Visions of excess: selected writings, 1927–1939 [i]
  1630. (1985) Kinds of knowledge [i] [d]
  1631. (1985) How can I help?: stories and reflections on service [i]
  1632. (1985/2001) Goals for a critical thinking curriculum and its assessment [i]
  1633. (1985) The dialectical biologist [i]
  1634. (1984) Dialectical thinking and adult development [i]
  1635. (1984/1993) The ideal problem solver: a guide for improving thinking, learning, and creativity [i]
  1636. (1984) Particles or events? [i] [d]
  1637. (1984) What is enlightenment? [i]
  1638. (1984/2014) Thought and knowledge: an introduction to critical thinking [i]
  1639. (1984) How to know what is known: designing crutches for communication [i]
  1640. (1984) The invented reality: how do we know what we believe we know?: contributions to constructivism [i]
  1641. (1984) Small wins: redefining the scale of social problems [i]
  1642. (1983/1988) The unavowable community [i]
  1643. (1983/1987) Involvement and detachment [i]
  1644. (1983) Wisdom and the context of knowledge: knowing that one doesn't know [i]
  1645. (1983) The social relations of physics, mysticism, and mathematics: studies in social structure, interests, and ideas [i]
  1646. (1983) Reducing unrealistic optimism about illness susceptibility [d]
  1647. (1982/2004) Asking questions: the definitive guide to questionnaire design—for market research, political polls, and social and health questionnaires [i]
  1648. (1982) Identifying implicit assumptions [d]
  1649. (1982) The problem of the problem [i]
  1650. (1982) Are individuals really subordinated to genes?: a theory of living entities [d]
  1651. (1982) Question framing and response consistency [i]
  1652. (1982) The construction of logical necessity [d]
  1653. (1982) Cartoons: when are they effective? [u]
  1654. (1982) Telling it like it isn't: language misuse & malpractice, what we can do about it [i]
  1655. (1981) A critique of dialectics [i] [d]
  1656. (1981) Hypothesis testing in students: sequences, stages, and instructional strategies [d]
  1657. (1981) What is a problem that we may solve it? [d]
  1658. (1981) Human inquiry: a sourcebook of new paradigm research [i]
  1659. (1981) Logic as a liberal art [d]
  1660. (1981) Scientific discovery as problem solving [d]
  1661. (1981) Why educational research has been so uneducational: the case for a new model of social science based on collaborative inquiry [i] [u]
  1662. (1980) Inner contradictions of rigorous research [i]
  1663. (1980/1987) How do you make yourself a body without organs? [i]
  1664. (1980/1987) A thousand plateaus: capitalism and schizophrenia [i]
  1665. (1980) The language of behavior analysis: its community, its functions, and its limitations [u]
  1666. (1979/1984) Distinction: a social critique of the judgement of taste [i]
  1667. (1979) On the nature of problems in consulting practice [d]
  1668. (1979) The logic of question and answer: writing as inquiry [d]
  1669. (1979/2006) Understanding scientific reasoning [i]
  1670. (1979) Michel Foucault's immature science [d]
  1671. (1979/1996) Eyewitness testimony [i]
  1672. (1979/1997) Can we know the universe?: reflections on a grain of salt [i]
  1673. (1979/1984) An introduction to reasoning [i]
  1674. (1979) The test–trait fallacy [d]
  1675. (1978) Beyond closed-system problem-solving: a study of meta-systematic aspects of mature thought [o]
  1676. (1978) Toward a history of needs [i]
  1677. (1978) The right to useful unemployment and its professional enemies [i]
  1678. (1978) Validity and rhetoric in philosophical argument: an outlook in transition [o]
  1679. (1978) The rise of systems theory: an ideological analysis [i]
  1680. (1978) The ideology of advocacy: procedural justice and professional ethics
  1681. (1978) Buddhist hermeneutics [d]
  1682. (1978/1991) Reliable knowledge: an exploration of the grounds for belief in science [i]
  1683. (1977/1987) Dialogues [i]
  1684. (1977/1997) Creative interviewing: the writer's guide to gathering information by asking questions [i]
  1685. (1977) Loaded and honest questions: a construct theory view of symptoms and therapy [i]
  1686. (1976) Reliability and validity of traits measured by Kelly's repertory grid [d]
  1687. (1976) Problem finding and creativity [i]
  1688. (1976/1977) The overdeveloped nations: the diseconomies of scale [i]
  1689. (1976/1994) The myth of the framework [i]
  1690. (1976) How real is real?: confusion, disinformation, communication [i]
  1691. (1975) Psychiatry and psychotherapy as political processes [p] [u]
  1692. (1975/1976) Medical nemesis: the expropriation of health [i]
  1693. (1974) Cargo cult science
  1694. (1974) Whose invisible religion? Luckmann revisited [d]
  1695. (1973/1992) The step not beyond [i]
  1696. (1973/2004) Nomadic thought [i]
  1697. (1973) The logical requirements for explanations of systematic desensitization [d]
  1698. (1973/1974) Energy and equity [i]
  1699. (1973/1997) Practical reasoning in natural language [i]
  1700. (1972) The politics of expertise [i]
  1701. (1972/2001) Hume [i]
  1702. (1972/1982) Groupthink: psychological studies of policy decisions and fiascoes [i]
  1703. (1972) Psychological man as scientist, humanist and specialist
  1704. (1972) What time is this place? [i]
  1705. (1972) Human understanding: the collective use and evolution of concepts [i]
  1706. (1970) Science through the looking glass [i]
  1707. (1970) Voluntary service: good will or evil goods? [o]
  1708. (1970/1987) Ciencia propia y colonialismo intelectual: los nuevos rumbos [i]
  1709. (1970/2011) Coping with psychiatric and psychological testimony: based on the original work by Jay Ziskin [i]
  1710. (1970) What about people in regional science? [d]
  1711. (1970) Constraints and restraints [d]
  1712. (1970) The one-man revolution in America [i]
  1713. (1970) Celebration of awareness: a call for institutional revolution [o]
  1714. (1969/1993) The infinite conversation [i]
  1715. (1969) An essay on liberation [i]
  1716. (1969) Teaching as a subversive activity [o]
  1717. (1969) The process of problem finding [u]
  1718. (1968) The onion and the moebius strip
  1719. (1968/2004) Nietzsche and the image of thought [i]
  1720. (1968/1970) To hell with good intentions [o]
  1721. (1968) What's the point of history? [u]
  1722. (1966) Psychology as an exercise in paradox
  1723. (1966/1988) Bergsonism [i]
  1724. (1962) The creative process [i]
  1725. (1962/1983) Nietzsche and philosophy [i]
  1726. (1960) Dewey's conception of philosophy [u]
  1727. (1960) A neural-identity theory of mind
  1728. (1959) Power and morality: who shall guard the guardians? [o]
  1729. (1959) Pragmatism as a theory of historical knowledge: John Dewey on the nature of historical inquiry [d]
  1730. (1956) The image: knowledge in life and society [o]
  1731. (1951) The dangers of literacy [d]
  1732. (1951) The wisdom of insecurity [o]
  1733. (1950) The human community: its philosophy and practice for a time of crisis [o]
  1734. (1949) Lecture on nothing [i]
  1735. (1949) Knowing and the known [o]
  1736. (1949/2002) The concept of mind [i]
  1737. (1947) Will science meet a new challenge? [d]
  1738. (1945/1992) On Nietzsche [i]
  1739. (1944/1988) Guilty [i]
  1740. (1943/1988) Inner experience [i]
  1741. (1943/1989) The normal and the pathological [i]
  1742. (1942) World hypotheses: a study in evidence [i]
  1743. (1941/1996) What is mathematics?: an elementary approach to ideas and methods [i]
  1744. (1939) Experience, knowledge and value: a rejoinder [o]
  1745. (1939/1958) The philosophy of physical science [o]
  1746. (1939) Knowledge for what?: the place of social science in American culture [o]
  1747. (1938/2002) The formation of the scientific mind: a contribution to a psychoanalysis of objective knowledge [i]
  1748. (1938) Logic: the theory of inquiry [i] [u]
  1749. (1936/1983) Encyclopedia as 'model' [i] [d]
  1750. (1935) Philosophy of science and science of philosophy [d]
  1751. (1934/2009) Mind and nature: selected writings on philosophy, mathematics, and physics [i]
  1752. (1933/1998) How we think: a restatement of the relation of reflective thinking to the educative process [i]
  1753. (1932/1970) Convicting the innocent: errors of criminal justice [i]
  1754. (1929/1960) The quest for certainty: a study of the relation of knowledge and action [o] [u]
  1755. (1925/1929) Experience and nature [i] [u]
  1756. (1923/1968) Potestas clavium [o] [u]
  1757. (1921/1973) Anti-Spengler [i]
  1758. (1920/1946) The possible and the real [i]
  1759. (1916) Democracy and education: an introduction to the philosophy of education [o] [u]
  1760. (1916/2007) Essays in experimental logic [i] [u]
  1761. (1913/1937) The principles of judicial proof: or, The process of proof as given by logic, psychology, and general experience and illustrated in judicial trials [o]
  1762. (1909/1977) A pluralistic universe [i] [u]
  1763. (1908/1909) On the witness stand: essays on psychology and crime [o] [u]
  1764. (1907/1978) Pragmatism, a new name for some old ways of thinking; The meaning of truth, a sequel to Pragmatism [i] [u]
  1765. (1900/2007) Some stages of logical thought [i] [u]
  1766. (1877/1934) The fixation of belief [i]
  1767. (1866/1893) On the advisableness of improving natural knowledge [o] [u]
  1768. (1866/1888) The logic of chance: an essay on the foundations and province of the theory of probability, with especial reference to its logical bearings and its application to moral and social science, and to statistics [o] [u]
  1769. (1849/1964) Civil disobedience [i] [u]
  1770. (1838/1988) Letters on the equality of the sexes, and the condition of women, and other essays [i] [u]
  1771. (1834/1975) On the connexion of the physical sciences [i] [u]
  1772. (1774/1971) Political disquisitions: an enquiry into public errors, defects, and abuses [i] [u]
  1773. (1772/1975) Letter to Joseph Priestley [i]
  1774. (1763) An essay towards solving a problem in the doctrine of chances [d]
  1775. (1739/1978) A treatise of human nature [i] [u]
  1776. (1677/1995) The letters [i]

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13th edition, last updated: 9 September 2017
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