Search results for 'Dale A. Thorpe' (try it on Scholar)

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  1.  8
    Joseph Barcroft, E. W. Birmingham, Max Born, R. B. Braithwaite, W. Maude Brayshaw, G. A. Chase, Henry Dale, Howard Diamond, Herbert Dingle, Winifred Eddington, Wilson Harris, G. B. Jeffery, Martin Johnson, Rufus M. Jones, Harold Spencer Jones, Kathleen Lonsdale, E. J. Maskell, A. Victor Murray, C. E. Raven, F. J. M. Stratton, Hilda Sturge, W. H. Thorpe, Henry T. Tizard, G. M. Trevelyan, Elsie Watchorn, A. N. Whitehead, Edmund T. Whittaker, Alex Wood & H. G. Wood (1946). Arthur Stanley Eddington Memorial Lectureship. Philosophy 21 (80):287-.
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  2.  30
    Dale A. Thorpe (1984). The Sorites Paradox. Synthese 61 (3):391 - 421.
    A solution to the sorites paradox is obtained by distinguishing three formats of the sorites argument and appraising them in the light of four fundamental considerations: (i) the appropriate notion of truth for the application of vague predicates to their borderline cases, (ii) a certain construal of borderline cases, (iii) a certain freedom of use of vague terms not enjoyed by non-Vague terms and (iv) the revocation of that freedom by deductive contexts.
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  3.  6
    A. I. Dale (1976). Probability, Likelihood and Support: A Metamathematical Approach to a System of Axioms for Upper and Lower Degrees of Belief. Philosophical Papers 5 (2):153-161.
    (1976). PROBABILITY, LIKELIHOOD AND SUPPORT: A METAMATHEMATICAL APPROACH TO A SYSTEM OF AXIOMS FOR UPPER AND LOWER DEGREES OF BELIEF. Philosophical Papers: Vol. 5, No. 2, pp. 153-161.
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  4.  8
    Joseph L. Armstrong & John A. Dale (2003). A Freireian Critique of American Adult Literacy Policy. Inquiry 23 (1-2):5-10.
    At first glance, legislation intended to shape American adult Iiteracy programs appears egalitarian and hopeful. After a more thorough reading, the legislative objectives are Iimited, culturally biased, and largely unattainable. In order to develop coherent Iiteracy pedagogy, we explore Paulo Freire’s definition of critical thinking. From a critical theory perspective, we argue that a vocational education of learning basic skills is insufficient. Furthermore, we believe that more is needed to help adult learners beconle self-sufficient in a modern, dynamic economy. Critical (...)
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  5.  61
    A. J. Dale (1974). A Defence of Material Implication. Analysis 34 (3):91 - 95.
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  6.  60
    A. J. Dale (1986). If A and B Then A. Analysis 46 (2):81 - 83.
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  7.  6
    A. M. Dale (1932). Classical Mythology A Handbook of Classical Mythology. By G. Howe and G. A. Harrer. Pp. Vii + 301. London: George Allen and Unwin, 1931. Cloth, 6s. [REVIEW] The Classical Review 46 (04):176-177.
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  8.  27
    A. I. Dale (1974). On a Problem in Conditional Probability. Philosophy of Science 41 (2):204-206.
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  9.  4
    A. M. Dale (1962). The Budé Sophocles Sophocle. Tome iii: Philoctète, Oedipe à Colone. Texte établi par A. Dain et traduit par P. Mazon. (Collection Budé.) Pp. viii+156 (double). Paris: Les Belles Lettres, 1960. Paper, 15 fr. [REVIEW] The Classical Review 12 (01):21-23.
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  10.  14
    A. M. Dale (1954). J. C. Opstelten : Sophocles and Greek Pessimism. Translated From the Dutch by J. A. Ross. Pp.250. Amsterdam: North Holland Publishing Company, 1952. Cloth, 25s. Net. [REVIEW] The Classical Review 4 (3-4):290-.
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  11.  6
    A. J. Dale (1990). The Reality of Numbers: A Physicalist's Philosophy of Mathematics. Philosophical Books 31 (1):61-62.
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  12.  5
    A. J. Dale (1974). Constructivity--A Defence and an Attack. Mind 83 (330):263-268.
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  13.  5
    A. M. Dale (1956). The Trachiniae and Antigone of Sophocles Sophocle, Tome I: Les Trachiniennes, Antigone. Texte Établi Par A. Dain, Et Traduit Par P. Mazon. (Collection Budé.) Pp. Lxii+225 (Double). Paris: 'Les Belles Lettres', 1955. Paper. [REVIEW] The Classical Review 6 (02):105-107.
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  14.  6
    A. M. Dale (1966). A French Scholar's Testament A. Dain: Traité de métrique grecque. Pp. 275. Paris: Klincksieck, 1965. Paper, 24 fr. The Classical Review 16 (02):204-207.
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  15.  6
    A. M. Dale (1948). Greek and Latin Metric Antonín Kolář: De Re Metrica Poetarum Graecorum Et Romanorum. Pp. Ii+385. Prague: 'Ministeriis Informationis Scholarum Eruditionisque Publicae, Consilio Čechoslovaco Exploratorio Adiuvantibus Editum a Scriptore', 1947. Paper, 200 kČs. [REVIEW] The Classical Review 62 (3-4):122-124.
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  16. A. J. Dale (1985). A completeness property of negationless intuitionist propositional logics. Logique Et Analyse 28 (9):79.
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  17. A. J. Dale (1975). BRODY, B. A. "Logic Theoretical and Applied". [REVIEW] Mind 84:468.
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  18. A. D. Dale (1985). Paul GOCHET, "Ascent to Truth, A Critical Examination of Quine's Philosophy". [REVIEW] Revue Internationale de Philosophie 39 (4):442.
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  19. A. J. Dale (1983). The non-independence of axioms in a propositional calculus formulated in terms of axiom schemata. Logique Et Analyse 26 (1):91.
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  20. Roland Pfister, Katharina A. Schwarz, Markus Janczyk, Rick Dale & Johnathan B. Freeman (2013). Good Things Peak in Pairs: A Note on the Bimodality Coefficient. Frontiers in Psychology 4.
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  21.  2
    Thomas E. A. Dale (2003). Jean Wirth, L'image À l'Époque Romane. Paris: Cerf, 1999. Pp. 498; 186 Black-and-White Figures. Speculum 78 (1):298-302.
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  22.  76
    Deborah Tollefsen & Rick Dale (2011). Naturalizing Joint Action: A Process-Based Approach. Philosophical Psychology 25 (3):385-407.
    Numerous philosophical theories of joint agency and its intentional structure have been developed in the past few decades. These theories have offered accounts of joint agency that appeal to higher-level states that are?shared? in some way. These accounts have enhanced our understanding of joint agency, yet there are a number of lower-level cognitive phenomena involved in joint action that philosophers rarely acknowledge. In particular, empirical research in cognitive science has revealed that when individuals engage in a joint activity such as (...)
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  23.  7
    Kim J. Dale & Olivier Pourquié (2000). A Clock‐Work Somite. Bioessays 22 (1):72-83.
    Somites are transient structures which represent the most overt segmental feature of the vertebrate embryo. The strict temporal regulation of somitogenesis is of critical developmental importance since many segmental structures adopt a periodicity based on that of the somites. Until recently, the mechanisms underlying the periodicity of somitogenesis were largely unknown. Based on the oscillations of c-hairy1 and lunatic fringe RNA, we now have evidence for an intrinsic segmentation clock in presomitic cells. Translation of this temporal periodicity into a spatial (...)
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  24.  46
    J. Alexander Dale, Janyce Hyatt & Jeff Hollerman (2007). The Neuroscience of Dance and the Dance of Neuroscience: Defining a Path of Inquiry. Journal of Aesthetic Education 41 (3):89-110.
    : This paper represents the authors' attempt to provide a useful framework for discussing and investigating the links between the apparently disparate disciplines of neuroscience and dance. This attempt arose from an interdisciplinary course offering on this topic. A clear need apparent in preparing for an exploration of such uncharted territory was for some definition of the relevant landmarks in the form of a conceptual framework. The current status of that developing framework is presented here, as we consider the historical (...)
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  25.  39
    Catherine Mary Dale (1999). A Queer Supplement: Reading Spinoza After Grosz. Hypatia 14 (1):1-12.
    : This article critiques Elizabeth Grosz's understanding that queer theory is unproductive insofar as it disrupts the specific identities of gay and lesbian. Reconsidering ideas about desire, the body, and identity that Grosz takes from Gilles Deleuze's work on Friedrich Nietzsche and Baruch Spinoza, this essay argues that, despite her productive reworking of homophobia in terms of "active" and "reactive" forces, Grosz's application of Spinoza is only partial. Focusing on Spinoza's evaluation of bodies, the essay both critiques Grosz's approach to (...)
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  26.  39
    Crystal Thorpe (2006). A New Worry for the Humean Internalist. Philosophical Studies 131 (2):393 - 417.
    The Humean internalist finds Humean motivational theses and reasons internalism to be independently attractive. She therefore combines them, in the hope of creating a theory of reasons that is attractive for all of the reasons that each thesis is attractive. On this score, she succeeds. However, there is a drawback. Those who build a theory of reasons by combining Humean motivational theses and reasons internalism face a dilemma. If you combine these views, either you are committed to a theory of (...)
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  27.  7
    Edward James Dale (2014). A Scientific Theory of the Development of Meditation in Practicing Individuals: Patañjali's Yoga, Developmental Psychology, and Neurobiology. Sophia 53 (3):349-361.
    This article considers the psychology of meditation and other introverted forms of mystical development from a neo-Piagetian perspective, which has commonalities with biogenetic structuralist and neurotheological approaches. Evidence is found that lines of meditative development unfold through Patañjali’s stages at different rates in an echo of the unfolding of lines of cognitive development through Piaget’s stages at different rates. Similar factors predicting the degree of independence of development apply to both conventional cognitive and meditative contents. As the same brain and (...)
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  28.  10
    Rick Dale & Michael Spivey (2002). A Linguistic Module for Integrating the Senses, or a House of Cards? Behavioral and Brain Sciences 25 (6):681-682.
    Carruthers invokes a number of controversial assumptions to support his thesis. Most are questionable and unnecessary to investigate the wider relevance of language in cognition. A number of research programs (e.g., interactionist psycholinguistics and cognitive linguistics) have for years pursued a similar thesis and provide a more empirically grounded framework for investigating language’ cognitive functions.
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  29. Lucas Thorpe (2010). Is Kant's Realm of Ends a Unum Per Se? Aquinas, Suárez, Leibniz and Kant on Composition. British Journal for the History of Philosophy 18 (3):461-485.
  30.  2
    Kirsten Thorpe & Anne Fernald (2006). Knowing What a Novel Word is Not: Two-Year-Olds ‘Listen Through’ Ambiguous Adjectives in Fluent Speech. Cognition 100 (3):389-433.
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  31.  54
    Roger Dale (2000). Globalization and Education: Demonstrating a "Common World Educational Culture" or Locating a "Globally Structured Educational Agenda"? Educational Theory 50 (4):427-448.
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  32.  79
    Lucas Thorpe (2011). The Realm of Ends as a Community of Spirits: Kant and Swedenborg on the Kingdom of Heaven and the Cleansing of the Doors of Perception. Heythrop Journal 52 (1):52-75.
  33.  13
    Michael Spivey, Daniel Richardson & Rick Dale (2009). The Movement of Eye and Hand as a Window Into Language and Cognition. In Ezequiel Morsella, John A. Bargh & Peter M. Gollwitzer (eds.), Oxford Handbook of Human Action. Oxford University Press 225--249.
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  34.  1
    H. Bor & B. Thorpe (1992). A Note on Two Absolute Summability Methods. Analysis 12 (1-2):1-4.
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  35.  2
    J. Kim Dale & Miguel Maroto (2003). A Hes1-Based Oscillator in Cultured Cells and its Potential Implications for the Segmentation Clock. Bioessays 25 (3):200-203.
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  36.  6
    Annette Teffeteller Dale (forthcoming). Auta Ta Isa, Phaedo 74Cl: A Philological Perspective. American Journal of Philology.
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  37.  2
    Michael Dale (1986). Stalking a Conceptual Chameleon: Ideology in Marxist Studies of Education. Educational Theory 36 (3):241-257.
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  38.  3
    Sheila Jasanoff, Michael D. Gordin, Andrew Jewett & Charles Thorpe (2008). A Splintered Function: Fate, Faith, and the Father of the Atomic Bomb. [REVIEW] Metascience 17 (3):351-387.
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  39.  1
    Lowell M. Schipper, Jack A. Thorpe, David P. Jones & Gary W. Heiman (1974). Event Observation in Probability Learning Revisited. Journal of Experimental Psychology 102 (1):114-120.
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  40.  7
    Peter Dale (2012). Derridean Justice and the DJ: A Classroom Impossibility? Philosophy of Music Education Review 20 (2):135-153.
  41. Rhi Dale & B. P. Cochran (1989). Do Cognitive Psychologists Share a Paradigm. Bulletin of the Psychonomic Society 27 (6):516-517.
     
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  42.  1
    Nicholas D. Duran, Rick Dale & Daniel C. Richardson (2014). A Mass Assembly of Associative Mechanisms: A Dynamical Systems Account of Natural Social Interaction. Behavioral and Brain Sciences 37 (2):198.
  43.  3
    Michael Dale (1987). Ideology and Explanation: A Reply to Peter McLaren. Educational Theory 37 (3):327-333.
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  44.  3
    W. S. Dale (1931). The Maori—a Problem in Social Assimilation. Australasian Journal of Philosophy 9 (3):203 – 213.
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  45. J. Armstrong & J. Dale (2004). A Freireian Critique of American Adult Education Policy. Inquiry 23:5-10.
     
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  46. R. R. Dale (1970). A Comparison of the Academic Performance of Male and Female Students in Schools and Universities. Journal of Biosocial Science 2 (S2):95-99.
  47. J. Kim Dale & Miguel Maroto (2003). A Hes1‐Based Oscillator in Cultured Cells and its Potential Implications for the Segmentation Clock. Bioessays 25 (3):200-203.
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  48. Catherine Mary Dale (1999). A Queer Supplement: Reading Spinoza After Grosz. Hypatia 14 (1):1-12.
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  49. Edgar Dale (1972). Building a Learning Environment. [Bloomington, Ind.,Phi Delta Kappa Educational Foundation.
     
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  50. Karen Dale (1997). Identity in a Culture of Dissection : Body, Self and Knowledge. In Kevin Hetherington & Rolland Munro (eds.), Ideas of Difference: Social Spaces and the Labour of Division. Blackwell Publishers/the Sociological Review
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