Search results for 'Carol A. Newsom' (try it on Scholar)

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  1. Carol A. Newsom (2010). God's Other : The Intractable Problem of the Gentile King in Judean and Early Jewish Literature. In John J. Collins & Daniel C. Harlow (eds.), The "Other" in Second Temple Judaism: Essays in Honor of John J. Collins. W.B. Eerdmans Pub. Co..score: 290.0
     
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  2. Robert W. Newsom (2008). Comments on 'Spirituality and Nursing: A Reductionist Approach' by John Paley. Nursing Philosophy 9 (3):214-217.score: 120.0
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  3. Carroll Vincent Newsom (1961). A University President Speaks Out: On Current Education. New York, Harper.score: 120.0
     
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  4. James E. McClellan (1967). Newsome's ?Critique?(?): A Reply. Studies in Philosophy and Education 5 (2):284-286.score: 12.0
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  5. Will Newsome (forthcoming). How to Start a Wet Forest Ablaze: Perspectives on the Question of the Origins of Human Mindedness. Biosemiotics:1-12.score: 5.0
    This paper is a methodological and theoretical meditation on how some research has approached the question of the evolution of human cognitive traits. I discuss views that explicitly or implicitly endorse a view of human cognition as originating from a cause that can be singled out. Following Ross and Ladyman (2010), I suggest that this “singling-out” strategy correlates with a “container” metaphor that doesn’t fit with the interactive process-ontology of modern physics (Campbell 2009). Instead, Ross and Ladyman as well as (...)
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  6. Anthony Landreth & John Bickle (2008). Neuroeconomics, Neurophysiology and the Common Currency Hypothesis. Economics and Philosophy 24 (3):419-429.score: 4.0
    We briefly describe ways in which neuroeconomics has made contributions to its contributing disciplines, especially neuroscience, and a specific way in which it could make future contributions to both. The contributions of a scientific research programme can be categorized in terms of (1) description and classification of phenomena, (2) the discovery of causal relationships among those phenomena, and (3) the development of tools to facilitate (1) and (2). We consider ways in which neuroeconomics has advanced neuroscience and economics along each (...)
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  7. Ken Mogi, The Source of Variability in Neural Responses From MT.score: 4.0
    We analyzed the variability of response in records obtained from MT (V5) of awake, behaving monkeys and kindly provided to us by Newsome and Bair (see Newsome et al 1990 for Methods). Some sets of random dot kinematograms had been generated with a constant randomization seed (novar stimuli), while others had been generated with varying randomization seeds (var stimuli). The neural responses to novar stimuli exhibited a remarkable degree of consistent temporal modulation, while the responses to var stimuli were homogeneous (...)
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  8. David Danks (2005). The Supposed Competition Between Theories of Human Causal Inference. Philosophical Psychology 18 (2):259 – 272.score: 4.0
    Newsome ((2003). The debate between current versions of covariation and mechanism approaches to causal inference. Philosophical Psychology, 16, 87-107.) recently published a critical review of psychological theories of human causal inference. In that review, he characterized covariation and mechanism theories, the two dominant theory types, as competing, and offered possible ways to integrate them. I argue that Newsome has misunderstood the theoretical landscape, and that covariation and mechanism theories do not directly conflict. Rather, they rely on distinct sets of reliable (...)
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  9. George L. Newsome & Albert J. Kingston (1962). A Critique of Criticisms of Education. Educational Theory 12 (4):218-229.score: 4.0
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  10. George L. Newsome (1992). An Essay Review of C. J. B. Macmillan's and James W. Garrison's a Logical Theory of Teaching: Erotetics and Intentionality. [REVIEW] Studies in Philosophy and Education 11 (3):213-222.score: 4.0
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  11. George L. Newsome (1964). In What Sense is Theory a Guide to Practice in Education? Educational Theory 14 (1):31-64.score: 4.0
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  12. George L. Newsome (1966). Philosophy of Human Nature Vs. A Functional Analysis of Behavior. Studies in Philosophy and Education 4 (4):404-410.score: 4.0
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  13. Michael David Kirchhoff & Will Newsome (2012). Distributed Cognitive Agency in Virtue Epistemology. Philosophical Explorations 15 (2):165 - 180.score: 2.0
    We examine some of the ramifications of extended cognition for virtue epistemology by exploring the idea within extended cognition that it is possible to decentralize cognitive agency such that cognitive agency includes socio-cultural practices. In doing so, we first explore the (seemingly unquestioned) assumption in both virtue epistemology and extended cognition that cognitive agency is an individualistic phenomenon. A distributed notion of cognitive agency alters the landscape of knowledge attribution in virtue epistemology. We conclude by offering a pragmatic notion of (...)
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  14. George L. Newsome (2003). The Debate Between Current Versions of Covariation and Mechanism Approaches to Causal Inference. Philosophical Psychology 16 (1):87 – 107.score: 2.0
    Current psychological research on causal inference is dominated by two basic approaches: the covariation approach and the mechanism approach. This article reviews these two approaches, evaluates the contributions and limitations of each approach, and suggests how these approaches might be integrated into a more comprehensive framework. Covariation theorists assume that cognizers infer causal relations from conditional probabilities computed over samples of multiple events, but they do not provide an adequate account of how cognizers constrain their search for candidate causes and (...)
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  15. Mary R. Newsome & P. N. Johnson-Laird (2006). How Falsity Dispels Fallacies. Thinking and Reasoning 12 (2):214 – 234.score: 2.0
    From certain sorts of premise, individuals reliably infer invalid conclusions. Two Experiments investigated a possible cause for these illusory inference: Reasoners fail to think about what is false. In Experiment 1, 24 undergraduates drew illusory and control inferences from premises based on exclusive disjunctions (“or else”). In one block, participants were instructed to falsify the premises of each illusory and control inference before making the inference. In the other block, participants did not receive these instructions. There were more correct answers (...)
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