Robert L. Campbell's Vita

913 Berkeley Drive
Clemson, SC 29631-2031
USA
cell: (864) 653-0187
office: (864) 656-4986
email: campber@clemson.edu

Latest update: February 4, 2017


Robert L. Campbell in September 2015

Education

Ph.D., Developmental Psychology, University of Texas at Austin, 1986

Dissertation: Class Inclusion: Logical and Mathematical Prerequisites

B.A. cum laude in General Studies, Social Relations, Harvard College, 1974


Professional Experience

Professor; Department of Psychology; Clemson University; 1997 -

Associate Professor; Department of Psychology; Clemson University; 1993 - 1997.

Assistant Professor; Department of Psychology; Clemson University; 1991 - 1993.

Research Staff Member; User Interface Institute; IBM T.J. Watson Research Center; 1985 - 1991.

Conducted laboratory and field evaluations of online help systems, designed two prototype help systems for a text editor and a prototype help system for a microcomputer operating system, developed a conceptual critique of online assistance design, and served as liaison to the IBM Information Development community. Conducted comparative evaluations of usability testing and guided walkthrough techniques for identifying usability problems in graphical user interfaces.

Conceived and initiated a program of developmental research on expertise in programming. Conducted studies of professional programmers learning the Smalltalk language, documented learning strategies, and constructed and illustrated a model of developmental levels of Smalltalk learning.

Research Assistant; University of Texas Children's Research Center; 1984

Conducted a study of infant numerical abilities under the direction of Robert G. Cooper, Jr.

Research Associate; Southwest Educational Development Laboratory; Austin, TX; 1980 - 1982

Conducted a longitudinal study of mathematical abilities under the direction of Robert Cooper. Supervised two research assistants; programmed most of the experimental tasks on an Apple II computer; analyzed data.

Teaching Assistant; University of Texas Department of Psychology; 1978 - 1980; 1983

Courses in undergraduate experimental psychology (3 semesters), undergraduate psychology of language, and graduate statistics (analysis of variance).

Books

Campbell, R. L., & Bickhard, M. H. (1986). Knowing levels and developmental stages. Basel, Switzerland: Karger.


Knowing Levels Book

Chapters

Cooper, R. G., Jr., Campbell, R. L., & Blevins, B. (1983). Numerical representation from infancy to middle childhood: What develops? In D. Rogers & J. A. Sloboda (Eds.), The acquisition of symbolic skills (pp. 522-533). New York: Plenum.

Tollefsrud-Anderson, L., Campbell, R. L., Starkey, P., & Cooper, R. G., Jr. (1992). Number conservation: Distinguishing quantifier from operator solutions. In J. Bideaud, C. Meljac, & J.-P. Fischer (Eds.), Pathways to number: Children's developing numerical abilities (pp. 151-170). Hillsdale, NJ: Erlbaum.

French translation by J.-P. Fischer as Tollefsrud-Anderson, L., Campbell, R. L., Starkey, P., & Cooper, R. G., Jr. (1991). Conservation du nombre: Distinguer les solutions par quantification des solutions par opérateurs. In J. Bideaud, C. Meljac, & J.-P. Fischer (Eds.), Les chemins du nombre (pp. 183-210). Lille: Presses Universitaires de Lille.

Campbell, R. L., Brown, N. R., & DiBello, L. A. (1992). The programmer's burden: Developing expertise in computer programming. In R. R. Hoffman (Ed.), The psychology of expertise: Cognitive research and empirical AI (pp. 269-294). New York: Springer.

Book republished in 1994 by Erlbaum.

Campbell, R. L. (1994). Human-computer interaction. The encyclopedia of language and linguistics (pp. 1611-1614). Oxford: Pergamon.

Reprinted in J. Mey (Ed.) (1998), Concise encyclopedia of pragmatics. Oxford: Pergamon.

Campbell, R. L. (1998). Representation by correspondence: An inadequate conception of knowledge for artificial systems. In G. Antoniou & J. Slaney (Eds.), Advanced topics in artificial intelligence (pp. 15-26). Berlin: Springer-Verlag.

Campbell, R. L. (1999). Piaget's moral psychology in post-Kohlbergian perspective. In W. van Haaften, T. Wren, & A. Tellings (Eds.), Moral sensibilities and education I: The preschool child (pp. 105-130). Bemmel, Netherlands: Concorde. PDF

Spanish translation by G. Ventureira as Campbell, R. L. (2001). La psicología moral de Piaget en la perspectiva poskohlbergiana. In W. van Haaften, T. Wren, and A. Tellings (Eds.), Sensibilidades morales y educación, volumen I: El niño en la edad preescolar (pp. 131-161). Barcelona: Gedisa.

Campbell, R. L. (2001). Reflecting abstraction in context. Editor's introduction to J. Piaget, Studies in reflecting abstraction (R. L. Campbell, Ed. and Trans, pp. 1-27). Hove, Sussex: Psychology Press.

Campbell, R. L. (2007). When the train left the station, with two lights on behind: The Eddie Willers story. In E. W. Younkins (Ed.), Ayn Rand's Atlas Shrugged: A philosophical and literary companion (pp. 313-324). Aldershot: Ashgate.

Campbell, R. L. (2009). Constructive processes: Abstraction, generalization, dialectics. In U. Müller, L. Smith, & J. I. M. Carpendale (Eds), The Cambridge companion to Piaget (pp. 150-170).


Articles

Campbell, R. L., & Richie, D. M. (1983). Problems in the theory of developmental sequences: Prerequisites and precursors. Human Development, 26, 156-172.

Carroll, J. M., & Campbell, R. L. (1986). Softening up hard science: Reply to Newell and Card. Human-Computer Interaction, 2, 227-249.

Reprinted in P. Zunde & J. C. Agrawal (Eds.). (1987). Empirical foundations of information and software science IV: Empirical methods of evaluation of man-machine interfaces. New York: Plenum.

Campbell, R. L., & Kellogg, W. A. (1986). Toward a cognitive science of category learning [Commentary on Schank, Collins, and Hunter]. Behavioral and Brain Sciences, 9, 652-653.

Campbell, R. L., & Bickhard, M. H. (1987). A deconstruction of Fodor's anticonstructivism. Human Development, 30, 48-59.

Reprinted in L. Smith (Ed.). (1992). Jean Piaget: Critical assessments (Vol. 4, pp. 134-148). London: Routledge.

Bickhard, M. H., & Campbell, R. L. (1989). Interactivism and genetic epistemology. Archives de Psychologie, 57, 99-121.

Carroll, J. M., & Campbell, R. L. (1989). Artifacts as psychological theories: The case of human-computer interaction. Behaviour and Information Technology, 8, 247-256.

Campbell, R. L., Mack, R. L., & Roemer, J. M. (1989). Extending the scope of field research in HCI. SIGCHI Bulletin, 20(4), 30-32.

Campbell, R. L. (1990a). Can there be a developmental psychology of human-computer interaction? Contemporary Psychology, 35, 381-383.

Campbell, R. L. (1990b). Developmental scenario analysis of Smalltalk programming. In J. C. Chew & J. Whiteside (Eds.), Human Factors in Computing Systems: CHI'90 Conference Proceedings (pp. 269-276). New York: Association for Computing Machinery.

Campbell, R. L. (1991). Does class inclusion have mathematical prerequisites? Cognitive Development, 6, 169-194.

Campbell, R. L., & Bickhard, M. H. (1991). If human cognition is adaptive, can human knowledge consist of encodings? [Commentary on Anderson]. Behavioral and Brain Sciences, 14, 488-489.

Campbell, R. L. (1992a). Will the real scenario please stand up? SIGCHI Bulletin, 24(2), 6-8.

Karat, C.-M., Campbell, R. L., & Fiegel, T. (1992). Comparison of empirical testing and walkthrough methods in user interface evaluation. In P. Bauersfeld, J. Bennett, & G. Lynch (Eds.), Human Factors in Computing Systems: CHI'92 Conference Proceedings (pp. 397-404). New York: Association for Computing Machinery.

Bickhard, M. H., & Campbell, R. L. (1992). Some foundational questions concerning language studies: With a focus on categorial grammars and model theoretic possible worlds semantics. Journal of Pragmatics, 17, 401-433. [The focus of a special issue, with commentary.]

Campbell, R. L., & Bickhard, M. H. (1992a). Clearing the ground: Foundational questions once again. Journal of Pragmatics, 17, 557-602. [Reply to commentators.]

Campbell, R. L. (1992b). A shift in the development of natural-kind categories. Human Development, 35, 156-164.

Campbell, R. L., & Bickhard, M. H. (1992b). Types of constraints on development: An interactivist approach. Developmental Review, 12, 311-338.

Campbell, R. L. (1992c). Categorizing scenarios: A quixotic quest? SIGCHI Bulletin, 24(4), 16-17.

Campbell, R. L., & Bickhard, M. H. (1993). Knowing levels and the child's understanding of mind [Commentary on Gopnik and Goldman]. Behavioral and Brain Sciences, 16, 33-34.

Campbell, R. L. (1993). Epistemological problems for neo-Piagetians. In A. Demetriou, A. Efklides, & M. Platsidou, The architecture and dynamics of developing mind: Experiential structuralism as a frame for unifying cognitive developmental theories. Monographs of the Society for Research in Child Development, 58(5-6, ser. no. 234), 168-191.

Campbell, R. L. (1994a). On doing the impossible [Commentary on Boden]. Behavioral and Brain Sciences, 17, 535-537.

Campbell, R. L. (1994b). What's getting redescribed? [Commentary on Karmiloff-Smith]. Behavioral and Brain Sciences, 17, 710-711.

Campbell, R. L., & Christopher, J. C. (1996a). Moral development theory: A critique of its Kantian presuppositions. Developmental Review, 16, 1-47. [PDF; Published with commentaries by Nancy Eisenberg and by Charles C. Helwig, Elliot Turiel, and Larry P. Nucci.]

Campbell, R. L., & Christopher, J. C. (1996b). Beyond formalism and altruism: The prospects for moral personality. Developmental Review, 16, 108-123. [PDF; Reply to the commentaries by Eisenberg and by Helwig, Turiel, and Nucci.]

Campbell, R. L. (1996a). Commentary [on a dynamic developmental model of suicide]. Human Development,39, 200-205.

Bickhard, M. H., & Campbell, R. L. (1996a). Developmental aspects of expertise: Rationality and generalization. Journal of Experimental and Theoretical Artificial Intelligence, 8, 399-417.

Campbell, R. L., & Di Bello, L. A. (1996). Studying human expertise: Beyond the binary paradigm. Journal of Experimental and Theoretical Artificial Intelligence, 8, 277-291. (PDF)

Bickhard, M. H., & Campbell, R. L. (1996b). Topologies of learning and development. New Ideas in Psychology,14,111-156. PDF

Campbell, R. L. (1996b). When avoiding scholarship is the academic thing to do: Mary Midgley's misinterpretation of Ayn Rand. Reason Papers,21, 53-60.

Campbell, R. L. (1998a). Why Chomskyan linguistics is antipsychological. In M. A. Gernsbacher & S. J. Derry (Eds.), Proceedings of the Twentieth Annual Conference of the Cognitive Science Society. Mahwah, NJ: Erlbaum (pp. 208-213). [Presented as a poster at the XXth Annual Meeting of the Cognitive Science Society, Madison, Wisconsin, August 1, 1998.]

Campbell, R. L. (1998b). Overlooked skyhooks. [Review of Daniel C. Dennett, Darwin's dangerous idea: Evolution and the meanings of life]. Metascience, 7, 489-499. [PDF; Followed by an Author's response from Daniel Dennett.]

Campbell, R. L. (1999). Ayn Rand and the cognitive revolution in psychology. Journal of Ayn Rand Studies, 1(1), 107-134. On the Web as http://campber.people.clemson.edu/randcogrev.html.

Campbell, R. L. (2000a). A veteran reconnoiters Ayn Rand's philosophy. [Review of Tibor R. Machan, Ayn Rand]. Journal of Ayn Rand Studies, 1(2), 293-312. (PDF)

Campbell, R. L. (2000b). Selection pressures are mounting. [Review of Susan Blackmore, The meme machine]. Metascience, 9, 246-253. [PDF; Followed by an Author's response from Susan Blackmore.]

Campbell, R. L. (2000c). Rejoinder to Shedenhelm, Thomas, and Vacker: Implied epistemology, epistemology of the implicit. Journal of Ayn Rand Studies,2(2), 211-219. (PDF)

Campbell, R. L. (2001a). What cognitive scientists need to know about left-associative grammar [Review of Roland Hausser, Foundations of computational linguistics]. Metascience, 10, 262-265.

Campbell, R. L. (2001b). Can academics learn from a mere clinical psychologist? [Review of Nathaniel Branden, The art of living consciously]. Journal of Ayn Rand Studies,3(1), 125-143. (PDF)

Campbell, R. L. (2001c). Third of three: Chris Sciabarra's Total Freedom [Review of C. M. Sciabarra, Total freedom: Toward a dialectical libertarianism]. Full Context,14(2), 9-11. [Cover date November-December, 2001; date of publication April 2002.]

Christopher, J. C., Manaster, G. J., Campbell, R. L., & Weinfeld, M. B. (2002). Peak experiences, social interest and moral reasoning: An exploratory study. Journal of Individual Psychology,58, 35-51.

Campbell, R. L. (2002). Goals, values, and the implicit: Explorations in psychological ontology. Journal of Ayn Rand Studies, 3(2), 289-327. (PDF)

Campbell, R. L., Christopher, J. C., & Bickhard, M. H. (2002). Self and values: An interactivist foundation for moral development. Theory and Psychology, 12(6), 795-823. (PDF)

Campbell, R. L. (2003). Encodingism reports for rethinking [Review of J. Fodor, The Mind Doesn't Work That Way]. Theory and Psychology,13(1), 142-144.

Campbell, R. L., & Foddis, W. F. (2003, July-August). Is high self-esteem bad for you? Navigator, 6(7-8), 8-12. Available online at https://atlassociety.org/objectivism/atlas-university/deeper-dive-blog/3702-is-high-self-esteem-bad-for-you?highlight=WyJjYW1wYmVsbCIsImNhbXBiZWxsJ3MiLCJmb2RkaXMiXQ==.

Campbell, R. L. (2004, June). What does science say about the mind? [Review of Owen Flanagan, The Problem of the soul: Two visions of the mind and how to reconcile them.] Navigator, 7 (6). Available online at https://atlassociety.org/objectivism/atlas-university/deeper-dive-blog/3708-what-does-science-say-about-the-mind-review-of-the-problem-of-the-soul-by-owen-flanagan?highlight=WyJjYW1wYmVsbCIsImNhbXBiZWxsJ3MiLCJzY2llbmNlIiwic2NpZW5jZSdzIiwiJ3NjaWVuY2UnIl0=.

Campbell, R. L. (2005). Today, moral identity; tomorrow self-esteem? [Review of D. Lapsley and D. Narvaez (Eds.), Moral Development, Self, and Identity.] Applied Developmental Psychology, 26 (2), 235-240. PDF

Bickhard, M. H., & Campbell, R. L. (2005). Editorial. New Ideas in Psychology, 23, 1-4 (PDF)

Campbell, R. L. (2006). Altruism in Auguste Comte and Ayn Rand. The Journal of Ayn Rand Studies, 7(2), 357-369 (PDF).

Campbell, R. L. (2007). Always norm-laden [Essay Review of L. Smith and J. Vonèche (Eds.), Norms in human development]. Human Development, 50(5), 292-296

Christopher, J. C., & Campbell, R. L. (2008). An interactivist-hermeneutic metatheory for Positive Psychology. Theory and Psychology, 18, 675-697. PDF

Campbell, R. L. (2008). The Peikovian doctrine of the arbitrary assertion. Journal of Ayn Rand Studies, 10(1), 85-170. PDF

Campbell, R. L., Eisner, S., & Riggs, N. (2010). Sources of self-esteem: From theory to measurement and back again. New Ideas in Psychology, 28(3), 338-349.

Campbell, R. L. (2011, July). The rewriting of Ayn Rand's spoken answers. Journal of Ayn Rand Studies, 11(1), 81-151. PDF

Campbell, R. L. (2013, July). An end to over and against [Review of Jennifer Burns, Goddess of the market: Ayn Rand and the American Right, and Anne C. Heller, Ayn Rand and the world she made]. Journal of Ayn Rand Studies, 13(1), 46-68.

Campbell, R. L. (2014). Giving naturalism a chance: Interactivism, emergence, and nonlinearity. Cosmos and History, 10(1), 118-130. http://cosmosandhistory.org/index.php/journal/article/viewFile/420/677

Campbell, R. L. (2015, July). The prohibition against psychologizing. Journal of Ayn Rand Studies, 15(1), 53-66.

Campbell, R. L., & Sciabarra, C. M. (2016, December). Prologue [to the special issue on Nathaniel Branden: His Work and Legacy]. Journal of Ayn Rand Studies, 16(1-2), 1-14.

Campbell, R. L. (2016, December). An academic psychologist remembers Nathaniel Branden. Journal of Ayn Rand Studies, 16(1-2), 179-186.

Bissell, R. E., Cox, S., Campbell, R. L., Long, R. T., & Sciabarra, C. M. (2016, December). The Nathaniel Branden annotated bibliography. Journal of Ayn Rand Studies, 16(1-2), 260-294.


Translations

Piaget, J. (1995). The relationship between morality and law (R. L. Campbell, Trans.). In J. Piaget, Sociological studies (L. Smith, Ed., pp. 158-183). London: Routledge. (Translation of "Les relations entre la morale et le droit," in J. Piaget, Études sociologiques, Genève: Droz, 1977.)

Piaget, J. (2001). Studies in reflecting abstraction (R. L. Campbell, Ed. and Trans.). Hove: Psychology Press. (Translation of Recherches sur l'abstraction réfléchissante, 2 vols., Paris: Presses Universitaires de France, 1977.)


Front cover of Piaget, Studies in Reflecting Abstraction

Technical Reports

Tollefsrud-Anderson, L. A., Campbell, R. L., Starkey, P., & Cooper, R. G., Jr. (1986). Number conservation: Distinguishing quantifier from operator solutions. IBM Research Report RC 12151. Yorktown Heights, NY: IBM.

Campbell, R. L. (1988). Evaluating online assistance empirically. IBM Research Report RC 13410. Yorktown Heights, NY: IBM.

Campbell, R. L., Cooper, R. G., Jr., & Blevins-Knabe, B. (1988). The development of subitizing in preschool and early elementary school children. IBM Research Report RC 14168. Yorktown Heights, NY: IBM.

Campbell, R. L. (1989). Developmental levels and scenarios for Smalltalk programming. IBM Research Report RC 15305. Yorktown Heights, NY: IBM.

Campbell, R. L. (1990). Online assistance: Conceptual issues. IBM Research Report RC 15407. Yorktown Heights, NY: IBM.

Bickhard, M. H., & Campbell, R. L. (1990). Encodingism in linguistics. IBM Research Report RC 16346. Yorktown Heights, NY: IBM.


Conference Papers and Posters

Blevins, B., Campbell, R. L., & Cooper, R. G., Jr. (1983, April). Children's inferences about addition/subtraction transformations. Society for Research in Child Development, Detroit.

Campbell, R. L., & Bickhard, M. H. (1983, June). Knowing levels and developmental stages: An alternative conception, applied to formal operations. Jean Piaget Society Symposium, Philadelphia.

Campbell, R. L., Cooper, R. G. Jr., & Blevins, B. (1983, June). Extensions of addition/subtraction reasoning in elementary school children: Infinity, transfer, and connexity. Jean Piaget Society Symposium, Philadelphia.

Campbell, R. L. (1984, June). Does class inclusion have mathematical prerequisites? Jean Piaget Society Symposium, Philadelphia.

Campbell, R. L., & Bickhard, M. H. (1984, June). Competence and performance: An inappropriate defense of structural stages. Jean Piaget Society Symposium, Philadelphia.

Richie, D. M., & Campbell, R. L. (1984, June). On the determination of psychological domains in development. Jean Piaget Society Symposium, Philadelphia.

Campbell, R. L., Cooper, R. G., Jr., & Blevins, B. (1985, April). The development of subitizing in preschool and early elementary school children. Society for Research in Child Development, Toronto.

Cooper, R. G., Jr., Campbell, R. L., & Safady, R. S. (1985, April). Infants' development of an understanding of numerical equality and inequality. Society for Research in Child Development, Toronto.

Campbell, R. L., & Bickhard, M. H. (1985, June). A deconstruction of Fodor's anticonstructivism. Jean Piaget Society Symposium, Philadelphia.

Bickhard, M. H., & Campbell, R. L. (1986, May). Interactivism and genetic epistemology. Jean Piaget Society Symposium, Philadelphia.

Campbell, R. L., & Bickhard, M. H. (1986, May). Knowing levels and the development of natural kind categories. Jean Piaget Society Symposium, Philadelphia.

Campbell, R. L., & Bickhard, M. H. (1987, April). Knowing levels: The interactive approach to stages. Society for Research in Child Development, Baltimore.

Bickhard, M. H., & Campbell, R. L. (1987, June). Knowing levels and postformal stages. Third Beyond Formal Operations Symposium, Harvard University, Cambridge, MA.

Campbell, R. L., & Bickhard, M. H. (1988, June). Types of constraints on development: An interactivist approach. Jean Piaget Society Symposium, Philadelphia.

Campbell, R. L. (1989, May). Expertise in programming: The beginnings of a developmental approach. 7th Annual Conference on Applied Experimental Psychology, Adelphi University, Garden City, NY.

Campbell, R. L., Carroll, J. M., & DiBello, L. A. (1989, June). Human-computer interaction: The case for a developmental approach to expertise. Jean Piaget Society Symposium, Philadelphia.

Campbell, R. L., Brown, N. R., & DiBello, L. A. (1989, June). Expertise in programming: A developmental approach. Poster at ONR Workshop on Models of Complex Human Learning, Cornell University, Ithaca, NY.

Campbell, R. L., Brown, N. R., & DiBello, L. A. (1990, May). A developmental analysis of Smalltalk programming. Jean Piaget Society Symposium, Philadelphia.

Campbell, R. L. (1991, April). Shifts in the development of natural kind categories. Society for Research in Child Development, Seattle.

Bickhard, M. H., & Campbell, R. L. (1991, May). The argument concerning domain-specific versus domain-general processes of development. Jean Piaget Society Symposium, Philadelphia.

Campbell, R. L., & Christopher, J. C. (1992, May). Moral development theory: A critique of its Kantian presuppositions. Jean Piaget Society Symposium, Montréal.

Campbell, R. L., & DiBello, L. A. (1994, May). The study of expertise: Beyond information processing. Florida Artificial Intelligence Research Symposium, Pensacola Beach, FL.

Campbell, R. L. (1994, June). Commentary: Can categorical perception rescue encodingism? Society for Philosophy and Psychology, Memphis, TN.

Campbell, R. L., & Jantzen, H. K. (1994, July). Issues in the development of categorization: Domains and reflective abstraction. In P. Mounoud, O. Houdé, & R. L. Campbell, Categorization in 4- to 9-year-olds: What develops? Symposium presented at the International Society for the Study of Behavioral Development, Amsterdam.

Campbell, R. L. (1996, July). Moral development. Two lectures at the Institute for Objectivist Studies Summer Seminar, Boulder, CO.

Campbell, R. L., & Christopher, J. C. (1996, November). Self and values: An interactivist foundation for moral development. Association for Moral Education, Ottawa, Canada. Published on the Web as http://campber.people.clemson.edu/values.html.

Campbell, R. L. (1997, April). Knowing levels, metacognition, and factional science: A metacommentary. Presented in a symposium on "Constructing Metacognitive Knowledge" (G. Schraw, convenor), Society for Research in Child Development meeting, Washington, DC. Published on the Web as http://campber.people.clemson.edu/metacomm.html.

Campbell, R. L. (1997, April). Factional science and the future of DIALOG-L. Presented at the DIALOG-L parallel session and guerrilla gathering, Washington, DC.

Campbell, R. L. (1997, July). Jean Piaget's genetic epistemology: Appreciation and critique. Two lectures at the Institute for Objectivist Studies Summer Seminar, Charlottesville, VA. Revised text available on the Web as http://campber.people.clemson.edu/piaget.html

Campbell, R. L. (1998, June 26). Religion within the limits of reason alone: The roots of Piaget's moral psychology. Invited talk at the Conference on Moral Education II: The School Age Child, sponsored by the NWO Special Research Program in Moral Education, Nijmegen, Netherlands.

Campbell, R. L. (1998, July 3). Reevaluating Piaget's moral psychology and sociology in the post-Kohlbergian era. Paper presented in the symposium "Beyond the standard interpretation of Piaget" (J. Boom, R. L. Campbell, & O. Lourenço, convenors) at the XVth Biennial Meetings of the International Society for the Study of Behavioral Development, Bern, Switzerland.

Campbell, R. L., & Christopher, J. C. (1999, August 16). Factional science, intradisciplinary cooperation, and the study of mind. Paper presented at the Mind-4 Conference, Dublin City University, Dublin, Ireland.

Campbell, R. L. (2000, June 1). Moral obligation, necessity, and reflecting abstraction: Piaget's early moral psychology in light of his late account of developmental processes. Paper presented in the symposium "Deontic reasoning: Interconnecting the cognitive and the moral domain" (M. Keller & O. Lourenço, organizers) at the 30th Annual Meeting of the Jean Piaget Society, Montréal, Québec, Canada.

Campbell, R. L. (2000, June 28). Goals, values, and the implicit: Explorations in psychological ontology. Lecture given at The Objectivist Center's Advanced Seminar, Vancouver, British Columbia.

Campbell, R. L. (2000, July 2). The divided legacy of Noam Chomsky. Lecture given at The Objectivist Center's 11th annual Summer Seminar, Vancouver, British Columbia. Serialized on the Web at http://www.dailyobjectivist.com/Extro/dividedlegacyofnoamchomsky.asp.

Campbell, R. L. (2000, July 6). How American universities avoid accountability. Lecture given at The Objectivist Center's 11th annual Summer Seminar, Vancouver, British Columbia.

Campbell, R. L., & Foddis, W. F. (2003, July 3). Is high self-esteem bad for you? Lecture given at The Objectivist Center's 14th annual Summer Seminar, Waltham, MA.

Campbell, R. L., & Foddis, W. F. (2003, July 22). Implicit and explicit self-esteem: Toward an interactivist perspective. Paper presented at the 2nd Interactivist Summer Institute, Botanical Auditorium, Copenhagen.

Campbell, R. L., & Pury, C. L. S. (2005, September). Moral courage, self-esteem, and self-respect. Poster presented at the 4th International Positive Psychology Summit, Washington D.C., Sept. 29 - Oct. 2, 2005. http://campber.people.clemson.edu/selfrespcour.doc

Campbell, R. L., & Duarte, J. (2006, July 6). The Positive Psychology movement. Lecture given at The Atlas Society's 17th annual Summer Seminar, Orange, CA. PDF

Campbell, R. L. (2007, May 26). Self-esteem: Theoretical and empirical issues. 4th Interactivist Summer Institute, American University of Paris, Paris, France.

Campbell. R. L. (2009, June 4). Levels in Piaget's theories of abstracting and generalizing. Talk given at the 39th annual meeting of the Jean Piaget Society, Park City Utah.

Campbell, R. L. (2009, June 5). Reflecting abstraction in an ancient theory of moral development. Talk given at the 39th annual meeting of the Jean Piaget Society, Park City Utah.

Campbell, R. L., Christopher, J. C., & Bickhard, M. H. (2009, June 12). Developmental psychology of the whole person: Transcending false alternatives. 5th Interactivist Summer Institute, Simon Fraser University-Downtown, Vancouver, British Columbia.

Campbell, R. L. (2009, July 5). The doctrine of the arbitrary assertion. Free Minds 09, Las Vegas.

Campbell, R. L. (2012, June 2). Piaget's Studies in generalization. In J. T. Burman, M. Ferrari, R. L. Campbell, & E. Duckworth, Translating Piaget. Symposium given at the 42nd annual meeting of the Jean Piaget Society, Toronto, Canada. PDF

Campbell, R. L. (2013, June 6). Piaget's 1918 article on biological evolution and moral norms. Paper presented at the 43rd annual meeting of the Jean Piaget Society, Chicago, Illinois. PDF

Campbell, R. L. (2013, August 4). Jonathan Haidt's Moral Foundations Theory and the interactivist ontology of the person. Presented at the 7th Interactivist Summer Institute, Saint Petersburg, Florida. PDF

Campbell, R. L. (2014, March 6). Interactivism: Emergence and nonlinearity. Presented at the Foundations of Mind conference, International House, University of California, Berkeley.

Campbell, R. L. (2015, June 20). Moral psychology and the interactivist ontology of the person. Presented at the 8th Interactivist Summer Institute, Bilkent University, Ankara, Turkey.

Campbell, R. L. (2015, June 23). Are we being carefully taught to write badly? Presented at the 8th Interactivist Summer Institute, Bilkent University, Ankara, Turkey.


Conference Tutorials

Campbell, R. L., & Christopher, J. C. (2001, July 24). Social and ethical beings. Tutorial given at the 1st Interactivist Summer Institute, Lehigh University, Bethlehem, Pennsylvania.

Campbell, R. L., & Christopher, J. C. (2005, September 20). The development of social and ethical beings: Transcending false alternatives. Tutorial given at the 3rd Interactivist Studies Institute, Clemson University.


Conference Panels

Campbell, R. L., Polson, P. G., & Whiteside, J. C. (1987). Psychology and design: Contrasting approaches. In J. M. Carroll & P. P. Tanner (Eds.), Proceedings of the CHI + GI'87 Conference on Human Factors in Computing Systems and Graphics Interface (pp. 89-91). New York: ACM.

Kearsley, G., Campbell, R. L., Elkerton, J., Judd, W., & Walker, J. (1988). Online help systems: Design and implementation issues. In E. Soloway, D. Frye, & S. B. Sheppard (Eds.), Proceedings of the CHI'88 Conference on Human Factors in Computing Systems (pp. 287-288). New York: ACM.

Good, M., Wright, P., Lynch, E., & Campbell, R. L. (1989). Contextual field research. In K. Bice & C. Lewis (Eds.), Proceedings of the CHI'89 Conference on Human Factors in Computing Systems (pp. 21-24). New York: ACM.

Campbell, R. L. (2006, June 2). Neglecting reflecting abstraction. Presented in J. M. Gallagher & B. D. Cox (Organizers), Whither equilibration and co-construction? Have we made good on the promise of Piaget’s interactionist view? 36th annual meeting of the Jean Piaget Society, Baltimore, MD.

Campbell, R. L. (2009, July 8). Problems and prospects. Presented in R. L. Bradley, Jr. R. L. Campbell, & M. Skousen (Organizers). The Ayn Rand problem. Free Minds 09, Las Vegas.


Talks

Campbell, R. L. (1988, March). Types of constraints on development. Developmental Psychology Department, Graduate Center, City University of New York.

Campbell, R. L. (1988, December). Expertise in human-computer interaction: The case for a developmental approach. Department of Child Study, Tufts University, Medford, MA. Also at Department of Psychology, San Jose State University, San Jose, CA (Feb. 1989).

Campbell, R. L., & DiBello, L. A. (1989, February). Expertise in human-computer interaction: A developmental approach. Developmental Psychology Department, Graduate Center, City University of New York.

Campbell, R. L. (1989, April). Artifacts as theories, or what is HCI? Software Psychology Society, George Washington University, Washington, DC.

Campbell, R. L. (1989, July). Expertise in programming: A developmental approach. Software Psychology Society, George Washington University, Washington, DC.

Campbell, R. L. (1990, March). A developmental analysis of learning to program in Smalltalk. Department of Psychology, Brooklyn College, Brooklyn, NY. (Also at Department of Computer Science, Lehigh University, March 1991).

Campbell, R. L. (1990, April). Does class inclusion have mathematical prerequisites? Department of Educational Psychology, University of Texas, Austin. (Also at Department of Psychology, Lehigh University, Oct. 1990; Department of Psychology, New York University, Feb. 1991; Department of Psychology, Clemson University, Feb. 1991).

Campbell, R. L. (1990, August). A pendant to Penrose: The interactivist alternative to AI. Artificial Intelligence Department, IBM T. J. Watson Research Center, Hawthorne, NY.

Campbell, R. L. (1990, December). Online assistance: Making it more usable. Toronto Information Development, IBM Canada Laboratory, Don Mills, Ontario. (Also presented at IBM Applications Business Systems Laboratory, Rochester, MN, Dec. 1990).

Campbell, R. L. (1991, February). Types of constraints on development. Department of Social Ecology, University of California, Irvine.

Campbell, R. L. (1991, May). Online assistance: Conceptual issues. Keynote address at IBM Online Information Interdivisional Technical Liaison, Endicott, NY.

Campbell, R. L. (1991, December). Measuring the effectiveness of online help systems. IBM T. J. Watson Research Center, Yorktown Heights, NY.

Campbell, R. L. (1992, October). Adolescent thinking. Guest lecture at Psychology class, Daniel High School, Clemson, SC.

Campbell, R. L. (1992, November). Piaget and information processing: A marriage made in heaven? Department of Psychology, University of South Carolina, Columbia, SC.

Campbell, R. L. (2007, June). Self-esteem: Theoretical and empirical challenges. Département de Psychologie, Université Catholique de Louvain, Louvain-la-Neuve, Belgium.


Courses Taught


Honors Theses

Kristi Devlin, Psychology H490 and H491, Fall 1998-Spring 1999, Music and performance on intelligence tests.

Molly McCullers, Psychology H490 and H491, Spring 2004-Fall 2004, A comparison of finger-counting stratgies in math achievement.

Jessica McCain, Psychology H490, H491 and H498, Spring 2007-2008, Narcissism, paranoia, self-esteem and attribution style: Interlinked intrapersonal processes or unrelated constructs?

Taylor S. Bolt, Psychology H490 and H491, Spring-Fall 2012, Active perception: Attack on the computational theory of mind and the input-output picture.


Master's Theses

Jo Jorgensen, Can context change the interpretation of body weight cues?, Clemson University, degree awarded August 2002.


Master's thesis committees

Terry Thomas, Speech vs. text in annotations: Differences in user satisfaction and performance. Master's Thesis in Applied Psychology, Clemson University, degree awarded May 1992.

Erling Amundsen, Hypertext versus linear tutorials as training tools. Master's Thesis in Applied Psychology, Clemson University, degree awarded May 1993.

Michael Gorman, An investigation of training and learning as a function of shared computer screens, group proximity, and audio mode. Master's Thesis in Applied Psychology, Clemson University, degree awarded May 1993.

Rex C. Backes, Educational level and sex differences in occupational values. Master's Thesis in Applied Psychology, Clemson University, degree awarded May 1994.

Scott T. Frein, Using electronic mail as an alternative method for survey data collection. Master's Thesis in Applied Psychology, Clemson University, degree awarded May 1994.

Catherine D. White, An empirical test of permissive and prescriptive groupware technology. Master's Thesis in Applied Psychology, Clemson University, degree awarded May 1994.

W. Chris Hearp, An investigation of method variance in measures of the Work Ethic and other individual difference variables. Master's Thesis in Applied Psychology, Clemson University, degree awarded May 1995.

K. Andrew Edmonds, Effects of ClearType font rendering on navigation in hierarchical menus, Master's Thesis in Human Factors Psychology, degree awarded December 2004.


Doctoral dissertation committees

Edwin T. Selker, A framework for Proactive Interactive Automated Computer Help. Doctoral Dissertation, Computer Science, City University of New York, degree awarded May 1992.

Lia A. DiBello, The development of expertise in computer technology: Tracking learning through strategy changes in problem solving. Doctoral dissertation, Developmental Psychology, City University of New York, degree awarded May 1995.

Mark Brendle, The role of personality in the development of an innovative company culture: A competitive advantage for small businesses. Doctoral Dissertation, Industrial/Organizational Psychology, Clemson University, degree awarded December 2001.

Jo Jorgensen, Peak end theory and the prediction of performance expectancies. Doctoral Dissertation, Industrial/Organizational Psychology, Clemson University, degree awarded August 2002.

HyorkJin Kwon, The effect of prototypicality on vacation destination choice behavior, Doctoral Dissertation, Parks, Recreation, and Tourism Management, Clemson University, degree awarded May 2003.

Craig R. Dawson, The influence of impression management on structured interview ratings and job performance, Doctoral Dissertation, Industrial/Organizational Psychology, degree awarded August 2005.


University committees


College committees


Department committees