Stanford University
Showing 921-940 of 5,807 Results
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Matthew Clair
Associate Professor of Sociology
BioMatthew Clair is Assistant Professor of Sociology and, by courtesy, Law. His research interests include law and society, race and ethnicity, cultural sociology, criminal justice, and qualitative methods. He is the author of the award-winning book Privilege and Punishment: How Race and Class Matter in Criminal Court (Princeton University Press).
Learn more at his personal website: https://www.matthewclair.org/ -
Chelsey Simone Clark
Lecturer, Psychology
BioDr. Chelsey Clark is a Provostial Fellow and Lecturer at Stanford University in the Department of Psychology.
Through her research, she investigates institutions, the signals their decisions send to the public, and how those signals affect people’s norm perceptions, personal attitudes, and behavior. Her research is published in some of the top psychology and general science journals, including The Annual Review of Psychology, Nature Human Behaviour, and Science (invited commentary). -
Eve Clark
Richard Lyman Professor in the Humanities, Emerita
BioI am interested in first language acquisition, the acquisition of meaning, acquisitional principles in word-formation compared across children and languages, and general semantic and pragmatic issues in the lexicon and in language use. I am currently working on the kinds of pragmatic information adults offer small children as they talk to them, and on children's ability to make use of this information as they make inferences about unfamiliar meanings and about the relations between familiar and unfamiliar words. I am interested in the inferences children make about where to 'place' unfamiliar words, how they identify the relevant semantic domains, and what they can learn about conventional ways to say things based on adult responses to child errors during acquisition. All of these 'activities' involve children and adults placing information in common ground as they interact. Another current interest of mine is the construction of verb paradigms: how do children go from using a single verb form to using forms that contrast in meaning -- on such dimensions as person, number, and tense? How do they learn to distinguish the meanings of homophones? To what extent do they make use of adult input to discern the underlying structure of the system? And how does conversation with more expert speakers (usually adults) foster the acquisition of a first language? I am particularly interested in the general role of practice along with feedback here.
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Herbert Clark
Albert Ray Lang Professor of Psychology, Emeritus
BioFrom Wikipedia:
"Herbert H. Clark (Herb Clark) is a psycholinguist currently serving as Professor of Psychology at Stanford University. His focuses include cognitive and social processes in language use; interactive processes in conversation, from low-level disfluencies through acts of speaking and understanding to the emergence of discourse; and word meaning and word use. Clark is known for his theory of "common ground": individuals engaged in conversation must share knowledge in order to be understood and have a meaningful conversation (Clark, 1985). Together with Deanna Wilkes-Gibbs (1986), he also developed the collaborative model, a theory for explaining how people in conversation coordinate with one another to determine definite references. Clark's books include Semantics and Comprehension, Psychology and Language: An Introduction to Psycholinguistics, Arenas of Language Use and Using Language." -
Tom Clark
Professor of Political Science and Senior Fellow, by courtesy, at the Hoover Institution
BioTom Clark is a Professor of Political Science and, by courtesy, a Senior Fellow at the Hoover Institution. His research and teaching interests are in the political economy of judicial politics, policing and public safety, as well as applied formal theory and statistical methodology. Current research projects focus on two areas. The first is information and policy-making, and is concerned with how institutions work in tandem to shape the content of political outputs. The second is the politics of public safety and criminal justice. His published research examines the politics of law-enforcement and criminal justice, judicial learning and rule-making, interactions among actors within the judiciary, representation on the courts, empirical techniques for estimating judicial preferences and the content of judicial decisions, and the interaction between the judiciary and other institutions.
He is the editor of The Journal of Law & Courts, the flagship journal of the Law & Courts section of the American Political Science Association. Prior to joining Stanford, he was the David and Mary Winton Green Professor at the University of Chicago and before that the Charles Howard Candler Professor of Political Science at Emory University. He has held visiting appointments at Princeton University, Stanford University, the Institute for Advanced Study at the Toulouse School of Economics.
