Search results for 'Christina E. Erneling' (try it on Scholar)

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  1. David Martel Johnson & Christina E. Erneling (eds.) (1997). The Future of the Cognitive Revolution. Oxford University Press.
    The basic idea of the particular way of understanding mental phenomena that has inspired the "cognitive revolution" is that, as a result of certain relatively recent intellectual and technological innovations, informed theorists now possess a more powerfully insightful comparison or model for mind than was available to any thinkers in the past. The model in question is that of software, or the list of rules for input, output, and internal transformations by which we determine and control the workings of a (...)
     
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  2.  27
    Christina E. Erneling & D. Johnson (eds.) (2005). Mind As a Scientific Object. Oxford University Press.
  3.  60
    Christina E. Erneling (2014). The Importance of Jean Piaget. Philosophy of the Social Sciences 44 (4):522-535.
    Jean Piaget, along with Sigmund Freud and B. F. Skinner, is one of the most influential thinkers in psychology. His influence on developmental and cognitive psychology, pedagogy and the so-called cognitive revolution is without doubt. The contributors to the book under review aim to show his past, contemporary as well as future relevance to important areas of psychology. I argue that they fail because they use Piaget’s own terminology, instead of explaining his ideas and relevance in a way accessible to (...)
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  4.  25
    Christina E. Erneling (2010). The Limits of Mindreading. Philosophy of the Social Sciences 40 (1):172-177.
    Contemporary cognitive psychology is dominated by an individualistic and mentalistic approach to the mind.This Cartesian heritage is evident in studies of social understanding, that is, how we understand others. It is argued that this approach and metaphors like reading minds have failed, and should be replaced with a discursive approach, where public and shared socio-linguistic intenand normative activities order and shape individual mental activities.
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  5. Christina E. Erneling (2005). Is Cognitive Development Equivalent to Scientific Development? In Christina E. Erneling & David Martel Johnson (eds.), The Mind as a Scientific Object: Between Brain and Culture. OUP Usa
     
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  6.  7
    Christina E. Erneling (2010). Towards Discursive Education: Philosophy, Technology and Modern Education. Cambridge University Press.
    Machine generated contents note: Introduction; 1. The infantilization of learning; 2. Computer technologies and pedagogy; 3. Piaget and natural learning; 4. Piaget's conception of the framework: from instincts to intentionality; 5. The infant as scientist; 6. The socio-cultural approach to learning; 7. Towards discursive education; Appendix.
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  7.  35
    Christina E. Erneling (ed.) (2004). The Mind As a Scientific Object: Between Brain and Culture. Oxford University Press.
    Clearly the Cartesian ontological commitments that have dominated the scientific study of the mind up to the present have not been helpful. ...
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  8.  5
    Christina E. Erneling (1993). Understanding Language Acquisition: The Framework of Learning. State University of New York Press.
    She challenges the usefulness of the concept of a language of thought in explaining language acquisition, and draws on the later work of Wittgen.
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  9. David Martel Johnson & Christina E. Erneling (eds.) (1997). The Future of the Cognitive Revolution, Chapter 11. Oxford University Press.
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  10. David Martel Johnson & Christina E. Erneling (eds.) (2005). The Mind As a Scientific Object. OUP.
    What holds together the various fields, which - considered together - are supposed to constitute the general intellectual discipline that people now call cognitive science? Some theorists identify the common subject matter as the mind, but scientists have not been able to agree on any single, satisfactory answer to the question of what the mind is. This book argues that all cognitive sciences are not equal, and that rather only neurophysiology and cultural psychology are suited to account for the mind's (...)
     
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  11.  8
    Benjamin R. Tilghman (1997). Understanding Language Acquisition: The Framework of Learning Christina E. Erneling Albany: State University of New York Press, 1993, Xiii + 256 Pp., $59.50; Paper $19.95. [REVIEW] Dialogue 36 (02):425-.
  12. V. G. Hardcastle (2005). Christina E. Erneling & David Martel Johnson (Eds), The Mind as a Scientific Object. [REVIEW] Journal of Consciousness Studies 12 (11):75.
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  13.  13
    M. Peiffer Ann, E. Hugenschmidt Christina & J. Laurienti Paul (forthcoming). Ethics in 15 Min Per Week. Science and Engineering Ethics.
    The demand for science trainees to have appropriate responsible conduct of research instruction continues to increase the attention shown by federal agencies and graduate school programs to the development of effective ethics curriculums. However, it is important to consider that the main learning environment for science graduate students and post-doctoral research fellows is within a laboratory setting. Here we discuss an internal laboratory program of weekly 15-minute ethics discussions implemented and used over the last 3 years in addition to the (...)
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  14. D. M. Johnson & C. E. Erneling (eds.) (2005). The Mind As a Scientific Object: Between Brain and Culture. OUP.
    What holds together the various fields, which - considered together - are supposed to constitute the general intellectual discipline that people now call cognitive science? Some theorists identify the common subject matter as the mind, but scientists have not been able to agree on any single, satisfactory answer to the question of what the mind is. This book argues that all cognitive sciences are not equal, and that rather only neurophysiology and cultural psychology are suited to account for the mind's (...)
     
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  15.  21
    Christina Erneling (2010). Between Selz and Popper. Philosophy of the Social Sciences 40 (2):311-318.
    Denkpsychologie has been important for the development of psychology as well as of philosophy during the last century. More specifically, cognitive psychology as well as Karl Popper’s evolutionary epistemology were both influenced by Otto Selz’s cognitive psychology. Without doubt, Selz played a role in the development of Popper’s thinking, but Michel ter Hark has not given convincing evidence for Popper’s idea of bold conjectures being influenced by Selz.
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  16.  5
    Christina Erneling (1997). Cognitive Science and the Study of Language. In David Martel Johnson & Christina E. Erneling (eds.), The Future of the Cognitive Revolution. Oxford University Press 115.
  17. Christina Erneling (1997). Challengesto Cognitive Science. In David Martel Johnson & Christina E. Erneling (eds.), The Future of the Cognitive Revolution. Oxford University Press 275.
  18. C. E. Erneling (1997). Cognitive Science and the Future of Psychology. In David Martel Johnson & Christina E. Erneling (eds.), The Future of the Cognitive Revolution. Oxford University Press 376--382.
  19. Christina Erneling (1997). Historical Approaches. In David Martel Johnson & Christina E. Erneling (eds.), The Future of the Cognitive Revolution. Oxford University Press 353.
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  20.  3
    Josefa Toribio (2000). The Future of the Cognitive Revolution David Marter Johnson and Christina D. Erneling, Editors New York: Oxford University Press, 1997, X + 401 Pp., $44.50 Paper. [REVIEW] Dialogue 39 (01):183-.
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  21. J. Toribio (2000). David Marter Johnson and Christina D. Erneling, Editors, the Future of the Cognitive Revolution. [REVIEW] Dialogue 39 (1):183-185.
     
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  22.  12
    Paul Brazier (2010). The Lord of the Rings: Scholarship in Honor of Richard E. Blackwelder. Edited by Wayne G. Hammond and Christina Scull, Shadows and Chivalry: Pain, Suffering, Evil and Goodness in the Works of George MacDonald and C.S. Lewis (Studies in Christian History & Thought). By Jeff McInnis and Inklings of Heaven: C. S. Lewis and Eschatology. By Sean Connolly. [REVIEW] Heythrop Journal 51 (1):161-164.
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  23. Christina E. Erneling & David M. Johnson (eds.) (2004). The Mind as a Scientific Object: Between Brain and Culture. Oxford University Press Usa.
    What holds together the various fields that are supposed to consititute the general intellectual discipline that people now call cognitive science? In this book, Erneling and Johnson identify two problems with defining this discipline. First, some theorists identify the common subject matter as the mind, but scientists and philosophers have not been able to agree on any single, satisfactory answer to the question of what the mind is. Second, those who speculate about the general characteristics that belong to cognitive (...)
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  24.  6
    Andréia Christina Nascimento Dias (2014). Religião e Ciência: sustentação e entraves acerca do debate. Horizonte 12 (34):604-605.
    DIAS, Andréia Christina do Nascimento. Religião e Ciência: sustentação e entraves acerca do debate. 2014. Dissertação (Mestrado), Programa de Pós-graduação em Ciências da Religião, Pontifícia Universidade Católica de Minas Gerais, Belo Horizonte. Palavras-Chave: Religião. Ciência. Razão. Psicologia. Moral. Educação. Keywords : Religion. Science. Reason. Psychology. Morals. Education.
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    Jerome J. McGann (1983). The Religious Poetry of Christina Rossetti. Critical Inquiry 10 (1):127-144.
    I want to argue…that to read Rossetti’s religious poetry with understanding requires a more or less conscious investment in the peculiarities of its Christian orientation, in the social and historical particulars which feed and shape the distinctive features of her work. Because John O. Waller’s relatively recent essay on Rossetti, “Christ’s Second Coming: Christina Rossetti and the Premillenarianist William Dodsworth,” focuses on some of the most important of these particulars, it seems to me one of the most useful pieces (...)
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    Eliane Christina de Souza (2011). Negação e diferença em Platão. Trans/Form/Ação 33 (1):1-18.
    Platão, ao tratar da negação no diálogo Sofista, afirma que sempre que enunciamos o que não é, não enunciamos algo contrário ao que é, mas algo diferente. A negação significa cada parte da natureza da diferença em antítese ao que é. Tal tratamento da negação resulta da necessidade de resolver alguns problemas colocados pelo eleatismo. Propõe-se indicar esses problemas e examinar o tratamento que Platão dá ao nãoser como diferença.
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    Eliane Christina de Souza (2011). Platão, Wittgenstein E a complexidade. Trans/Form/Ação 34 (3).
    No Teeteto, em uma tentativa de denir o conhecimento, Platão trata da unidade e da complexidade segundo um modelo de análise dos complexos em elementos simples não analisáveis. Wittgenstein, no parágrafo 46 das Investigações Filosócas, cita esse argumento do Teeteto, introduzindo uma crítica à sua própria noção de objeto, no Tractatus. Nosso tema será um exame das noções de elemento e composto, apresentadas no Teeteto e retomadas no Sosta, tendo como horizonte a aproximação, feita por Wittgenstein, entre o objeto do (...)
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  28.  16
    Barbara Wall & Christina Scott (1993). E. J. Oliver, 1911-1992. The Chesterton Review 19 (1):106-109.
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    Christina Hendricks (2015). Philosophy in Schools: An Introduction for Philosophers and Teachers, Ed. Sara Goering, Nicholas J. Shudak, and Thomas E. Wartenberg. [REVIEW] Teaching Philosophy 38 (3):339-343.
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  30.  4
    Christina Drogalis (2013). Thomas E. Hill, Jr. , Virtues, Rules, and Justice: Kantian Aspirations . Reviewed By. Philosophy in Review 33 (4):298-300.
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  31.  11
    Christina S. Kraus (2005). The Annalists H. Beck, U. Walter: Die frühen römischen Historiker I. Von Fabius Pictor bis Cn. Gellius . Herausgegeben, übersetzt und kommentiert. (Texte zur Forschung 76.) Pp. 384. Darmstadt: Wissenschaftliche Buchgesellschaft, 2001. Cased, SFr 66.70, €39.90. ISBN: 3-534-14757-X. H. Beck, U. Walter: Die frühen römischen Historiker II. Von Coelius Antipater bis Pomponius Atticus . Herausgegeben, übersetzt und kommentiert. (Texte zur Forschung 77.) Pp. 384. Darmstadt: Wissenschaftliche Buchgesellschaft, 2004. Cased, SFr 66.70, €39.90. ISBN: 3-534-14758-8. E. Ruschenbusch: Die frühen römischen Annalisten. Untersuchungen zur Geschichtsschreibung des 2. Jahrhunderts v. Chr. (Philippika: Marburger altertumskundliche Abhandlungen 2.) Pp. 154. Wiesbaden: Harrassowitz Verlag, 2004. Paper, €48. ISBN: 3-447-05015-. [REVIEW] The Classical Review 55 (02):508-.
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    Christina Clark (2003). Myth and Gender in Modern Culture L. E. Doherty: Gender and the Interpretation of Classical Myth . Pp. 192. London: Duckworth, 2001. Paper, £9.99. Isbn: 0-7156-3042-. [REVIEW] The Classical Review 53 (01):236-.
  33.  9
    Christina S. Kraus (2003). Livian portraits J.-e. Bernard: Le portrait chez tite[hyphen]Live. Essai sur une écriture de l'histoire romaine . (Collection latomus 253.) Pp. 482. Brussels: Latomus, 2000. Paper. Isbn: 2-87031-194-X. [REVIEW] The Classical Review 53 (02):361-.
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  34.  4
    Eliane Christina Souza (2010). Ser E discurso no parmênides de platão. Philósophos - Revista de Filosofia 15 (1):87-118.
    The Parmenides is known as the dialogue in which Plato makes a criticism of his theory of forms. Through paradoxes, the character Parmenides criticizes the theory of forms presented by Socrates in the dialogue, targeting the relation they have with sensibles and with each other, call for participation, and the discoursive consequences of this relation. I present a reading of the Parmenides that suggests that the self-criticism points out inconsistencies in the Platonic theory of participation as it is presented in (...)
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  35. Christina Camilla Antunes de Almeida (2010). Origem e Fundação da Primeira Faculdade de Engenharia de Sorocaba (FACENS)-Uma História de Contribuição para o Desenvolvimento Tecnológico da Região. Quaestio: Revista de Estudos Em Educação 10 (1).
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  36. Maurice Finocchiaro (2002). Saggi Galileiani: Atomi, Immagini E Ideologia. [REVIEW] Isis: A Journal of the History of Science 93:116-116.
    In 1635 a Latin translation was published of Galileo's Dialogue on the Two Chief World Systems , which had occasioned his condemnation by the Inquisition in 1633. The Latin translation bore the title Systema Cosmicum. It had been organized by Elia Diodati , a Protestant of Italian origin born in Geneva and living in Paris, where he was a Parliament lawyer. Diodati, a confidante of Galileo, had gone into action after receiving a letter that may be regarded as Galileo's intellectual (...)
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  37. Christina Savino (2012). UnExcerptumdelQuod Animi Moresdi Galeno trascritto da Poliziano . Edizione, traduzione e commento. Philologus: Zeitschrift für Antike Literatur Und Ihre Rezeption 156 (1):54-77.
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  38. Eliane Christina Souza (2015). Contemplação Das Formas E Os Limites Do Conhecimento No Fédon E No Banquete. Philósophos - Revista de Filosofia 19 (2):47-67.
    The Phaedo and the Symposium are dialogues in which Plato's conception of philosophy is not dissociated of orphic elements and mythical constructions. I propose that the themes of the pre-existence of the soul and the immortality of the soul in the Phaedo and myths told by Aristophanes and Diotima in the Symposium, examined together, provide rich material for understanding the nature and limits of knowledge and philosophy in Plato. I also suggest, before this interpretation, a reading of the "sudden vision (...)
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  39. Tamar H. Gollan, Daniel Kleinman & Christina E. Wierenga (2014). What’s Easier: Doing What You Want, or Being Told What to Do? Cued Versus Voluntary Language and Task Switching. Journal of Experimental Psychology: General 143 (6):2167-2195.
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  40.  2
    David A. Mccormick, David G. Lavond, Gregory A. Clark, Ronald E. Kettner, Christina E. Rising & Richard F. Thompson (1981). The Engram Found? Role of the Cerebellum in Classical Conditioning of Nictitating Membrane and Eyelid Responses. Bulletin of the Psychonomic Society 18 (3):103-105.
  41.  2
    Christina E. Franzen (2013). Branding Catiline: Metaphorical Enslavement in the First Catilinarian Oration. Classical World: A Quarterly Journal on Antiquity 106 (3):355-364.
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  42. Christina E. Mitchell (1991). The Imperative of Therapeutic Literacy Discriminating Between New Age and Christian Based Techniques in Therapy-a Subtle Confrontation of Basic Beliefs. In Stephen Everson (ed.), Psychology. Cambridge University Press 28--3.
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  43. Eva Feder Kittay, Carol Gilligan, Annette C. Baier, Michael Stocker, Christina H. Sommers, Kathryn Pyne Addelson, Virginia Held, Thomas E. Hill Jr, Seyla Benhabib, George Sher, Marilyn Friedman, Jonathan Adler, Sara Ruddick, Mary Fainsod, David D. Laitin, Lizbeth Hasse & Sandra Harding (1989). Women and Moral Theory. Rowman & Littlefield Publishers.
    To find more information about Rowman and Littlefield titles, please visit www.rowmanlittlefield.com.
     
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  44.  11
    George Barmpalias & Andrew E. M. Lewis (2006). A C.E. Real That Cannot Be SW-Computed by Any Ω Number. Notre Dame Journal of Formal Logic 47 (2):197-209.
    The strong weak truth table (sw) reducibility was suggested by Downey, Hirschfeldt, and LaForte as a measure of relative randomness, alternative to the Solovay reducibility. It also occurs naturally in proofs in classical computability theory as well as in the recent work of Soare, Nabutovsky, and Weinberger on applications of computability to differential geometry. We study the sw-degrees of c.e. reals and construct a c.e. real which has no random c.e. real (i.e., Ω number) sw-above it.
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  45.  8
    R. E. Tully (1976). Moore's Defence of Common Sense: A Reappraisal After Fifty Years: R. E. Tully. Philosophy 51 (197):289-306.
    G. E. Moore's ‘A Defence of Common Sense’ has generated the kind of interest and contrariety which often accompany what is new, provocative, and even important in philosophy. Moore himself reportedly agreed with Wittgenstein's estimate that this was his best article, while C. D. Broad has lamented its very great but largely unfortunate influence. Although the essay inspired Wittgenstein to explore the basis of Moore's claim to know many propositions of common sense to be true, A. J. Ayer judges its (...)
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    José Fernando da Silva (2015). Wittgenstein e a imanência da Arte na Ética. Revista de Filosofia Moderna E Contemporânea 3 (1):49-67.
    Esse artigo mostra o significado da unicidade da ética e da estética no Tractatus Logico-Philosophicus. Primeiro, ele apresenta os principais aspectos ética tractatiana: que ela não hierarquiza fatos, que ela é eudemonista, e que ela não propõe qualquer finalidade externa às ações do sujeito ético. Segundo, ele mostra que a obra de arte é a expressão da vida de um ponto de vista ético, ou seja, ela é a expressão do significado da vida de um ponto de vista da eternidade. (...)
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  47.  47
    Mariarosaria Taddeo (2010). Modelling Trust in Artificial Agents, A First Step Toward the Analysis of E-Trust. Minds and Machines 20 (2):243-257.
    This paper provides a new analysis of e - trust , trust occurring in digital contexts, among the artificial agents of a distributed artificial system. The analysis endorses a non-psychological approach and rests on a Kantian regulative ideal of a rational agent, able to choose the best option for itself, given a specific scenario and a goal to achieve. The paper first introduces e-trust describing its relevance for the contemporary society and then presents a new theoretical analysis of this phenomenon. (...)
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  48.  48
    Erik D. Reichle, Keith Rayner & Alexander Pollatsek (2003). The E-Z Reader Model of Eye-Movement Control in Reading: Comparisons to Other Models. Behavioral and Brain Sciences 26 (4):445-476.
    The E-Z Reader model (Reichle et al. 1998; 1999) provides a theoretical framework for understanding how word identification, visual processing, attention, and oculomotor control jointly determine when and where the eyes move during reading. In this article, we first review what is known about eye movements during reading. Then we provide an updated version of the model (E-Z Reader 7) and describe how it accounts for basic findings about eye movement control in reading. We then review several alternative models of (...)
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    Anthony Skelton (2016). E. F. Carritt (1876-1964). In Hugh LaFollette (ed.), The International Encyclopedia of Ethics. Wiley-Blackwell
    E. F. Carritt (1876-1964) was educated at and taught in Oxford University. He made substantial contributions both to aesthetics and to moral philosophy. The focus of this entry is his work in moral philosophy. His most notable works in this field are The Theory of Morals (1928) and Ethical and Political Thinking (1947). Carritt developed views in metaethics and in normative ethics. In meta-ethics he defends a cognitivist, non-naturalist moral realism and was among the first to respond to A. J. (...)
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  50. Christina M. Vanden Bosch der Nederlanden, Erin E. Hannon & Joel S. Snyder (2015). Finding the Music of Speech: Musical Knowledge Influences Pitch Processing in Speech. Cognition 143:135-140.
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