Search results for 'Emile Aarts' (try it on Scholar)

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  1.  8
    Maurits Kaptein, Panos Markopoulos, Boris Ruyter & Emile Aarts (2011). Two Acts of Social Intelligence: The Effects of Mimicry and Social Praise on the Evaluation of an Artificial Agent. [REVIEW] AI and Society 26 (3):261-273.
    This paper describes a study of the effects of two acts of social intelligence, namely mimicry and social praise, when used by an artificial social agent. An experiment ( N = 50) is described which shows that social praise—positive feedback about the ongoing conversation—increases the perceived friendliness of a chat-robot. Mimicry—displaying matching behavior—enhances the perceived intelligence of the robot. We advice designers to incorporate both mimicry and social praise when their system needs to function as a social actor. Different ways (...)
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  2.  3
    Maurits Kaptein, Panos Markopoulos, Boris de Ruyter & Emile Aarts (2011). Two Acts of Social Intelligence: The Effects of Mimicry and Social Praise on the Evaluation of an Artificial Agent. AI and Society 26 (3):261-273.
  3. Bas Aarts (2007). Syntactic Gradience: The Nature of Grammatical Indeterminacy. Oxford University Press Uk.
    This is the first exhaustive investigation of gradience in syntax, conceived of as grammatical indeterminacy. It looks at gradience in English word classes, phrases, clauses and constructions, and examines how it may be defined and differentiated. Professor Aarts addresses the tension between linguistic concepts and the continuous phenomena they describe by testing and categorizing grammatical vagueness and indeterminacy. He considers to what extent gradience is a grammatical phenomenon or a by-product of imperfect linguistic description, and makes a series of (...)
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  4. Bas Aarts (2007). Syntactic Gradience: The Nature of Grammatical Indeterminacy. Oxford University Press Uk.
    This is the first exhaustive investigation of gradience in syntax, conceived of as grammatical indeterminacy. It looks at gradience in English word classes, phrases, clauses and constructions, and examines how it may be defined and differentiated. Professor Aarts addresses the tension between linguistic concepts and the continuous phenomena they describe by testing and categorizing grammatical vagueness and indeterminacy. He considers to what extent gradience is a grammatical phenomenon or a by-product of imperfect linguistic description, and makes a series of (...)
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  5.  28
    Henk Aarts, Ruud Custers & Daniel M. Wegner (2005). On the Inference of Personal Authorship: Enhancing Experienced Agency by Priming Effect Information☆. Consciousness and Cognition 14 (3):439-458.
    Three experiments examined whether the mere priming of potential action effects enhances people’s feeling of causing these effects when they occur. In a computer task, participants and the computer independently moved a rapidly moving square on a display. Participants had to press a key, thereby stopping the movement. However, the participant or the computer could have caused the square to stop on the observed position, and accordingly, the stopped position of the square could be conceived of as the potential effect (...)
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  6.  20
    Myrthel Dogge, Marloes Schaap, Ruud Custers, Daniel M. Wegner & Henk Aarts (2012). When Moving Without Volition: Implied Self-Causation Enhances Binding Strength Between Involuntary Actions and Effects. Consciousness and Cognition 21 (1):501-506.
    The conscious awareness of voluntary action is associated with systematic changes in time perception: The interval between actions and outcomes is experienced as compressed in time. Although this temporal binding is thought to result from voluntary movement and provides a window to the sense of agency, recent studies challenge this idea by demonstrating binding in involuntary movement. We offer a potential account for these findings by proposing that binding between involuntary actions and effects can occur when self-causation is implied. Participants (...)
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  7.  12
    Hein Te Velde, Noelle Aarts & Cees van Woerkum (2002). Dealing with Ambivalence: Farmers' and Consumers' Perceptions of Animal Welfare in Livestock Breeding. [REVIEW] Journal of Agricultural and Environmental Ethics 15 (2):203-219.
    The results of an empirical study intoperceptions of the treatment of farm animals inthe Netherlands are presented. A qualitativeapproach, based on in-depth interviews withmeat livestock farmers and consumers was chosenin order to assess motivations behindperceptions and to gain insight into the waypeople deal with possible discrepancies betweentheir perceptions and their daily practices.Perceptions are analyzed with the help of aframe of reference, which consists ofvalues, norms, convictions, interests, andknowledge.
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  8.  7
    Erik Bijleveld, Ruud Custers & Henk Aarts (2010). Unconscious Reward Cues Increase Invested Effort, but Do Not Change Speed–Accuracy Tradeoffs. Cognition 115 (2):330-335.
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  9. Daniel Wegner, Dijksterhuis, A., Preston, J. & H. Aarts, Effects of Subliminal Priming of Self and God on Self-Attribution of Authorship for Events.
    Journal of Experimental Social Psychology, 44, 2-9.
     
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  10.  22
    Ruud Custers & Henk Aarts (2011). Learning of Predictive Relations Between Events Depends on Attention, Not on Awareness. Consciousness and Cognition 20 (2):368-378.
    It is generally assumed that storing predictive relations between two events in memory as bi-directional associations does not require conscious awareness of this relation, whereas the formation of unidirectional associations that capture the direction of the relation does. This study reports a set of experiments demonstrating that unidirectional associations can be formed even when awareness of the relation is actively prevented, if attention is “tuned” to process predictive relations. When participants engaged in predicting targets based on cues in an unrelated (...)
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  11.  17
    Anouk van Der Weiden, Henk Aarts & Kirsten I. Ruys (2010). Reflecting on the Action or its Outcome: Behavior Representation Level Modulates High Level Outcome Priming Effects on Self-Agency Experiences. Consciousness and Cognition 19 (1):21-32.
    Recent research suggests that one can have the feeling of being the cause of an action’s outcome, even in the absence of a prior intention to act. That is, experienced self-agency over behavior increases when outcome representations are primed outside of awareness, prior to executing the action and observing the resulting outcome. Based on the notion that behavior can be represented at different levels, we propose that priming outcome representations is more likely to augment self-agency experiences when the primed representation (...)
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  12.  82
    Ap Dijksterhuis, Henk Aarts & Pamela K. Smith (2005). The Power of the Subliminal: On Subliminal Persuasion and Other Potential Applications. In Ran R. Hassin, James S. Uleman & John A. Bargh (eds.), The New Unconscious. Oxford University Press 77-106.
  13.  7
    Kristien Aarts, Jan De Houwer & Gilles Pourtois (2012). Evidence for the Automatic Evaluation of Self-Generated Actions. Cognition 124 (2):117-127.
  14.  13
    Anouk van der Weiden, Henk Aarts & Kirsten I. Ruys (2011). Prime and Probability: Causal Knowledge Affects Inferential and Predictive Effects on Self-Agency Experiences. Consciousness and Cognition 20 (4):1865-1871.
    Experiences of having caused a certain outcome may arise from motor predictions based on action–outcome probabilities and causal inferences based on pre-activated outcome representations. However, when and how both indicators combine to affect such self-agency experiences is still unclear. Based on previous research on prediction and inference effects on self-agency, we propose that their contribution crucially depends on whether people have knowledge about the causal relation between actions and outcomes that is relevant to subsequent self-agency experiences. Therefore, we manipulated causal (...)
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  15.  20
    Hein Te Velde, Noelle Aarts & Cees Van Woerkum (2002). Dealing with Ambivalence: Farmers' and Consumers' Perceptions of Animal Welfare in Livestock Breeding. [REVIEW] Journal of Agricultural and Environmental Ethics 15 (2):203-219.
    The results of an empirical study intoperceptions of the treatment of farm animals inthe Netherlands are presented. A qualitativeapproach, based on in-depth interviews withmeat livestock farmers and consumers was chosenin order to assess motivations behindperceptions and to gain insight into the waypeople deal with possible discrepancies betweentheir perceptions and their daily practices.Perceptions are analyzed with the help of aframe of reference, which consists ofvalues, norms, convictions, interests, andknowledge.The perceptions of the interviewed farmersare quite consistent and without exceptionpositive: according to them, (...)
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  16. Ran R. Hassin, Henk Aarts, Baruch Eitam, Ruud Custers & Tali Kleiman (2009). Non-Conscious Goal Pursuit and the Effortful Control of Behavior. In Ezequiel Morsella, John A. Bargh & Peter M. Gollwitzer (eds.), Oxford Handbook of Human Action. Oxford University Press
  17.  12
    Claire M. Zedelius, Harm Veling & Henk Aarts (2011). Boosting or Choking – How Conscious and Unconscious Reward Processing Modulate the Active Maintenance of Goal-Relevant Information. Consciousness and Cognition 20 (2):355-362.
    Two experiments examined similarities and differences in the effects of consciously and unconsciously perceived rewards on the active maintenance of goal-relevant information. Participants could gain high and low monetary rewards for performance on a word span task. The reward value was presented supraliminally or subliminally at different stages during the task. In Experiment 1, rewards were presented before participants processed the target words. Enhanced performance was found in response to higher rewards, regardless whether they were presented supraliminally or subliminally. In (...)
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  18.  3
    Masanori Oikawa, Henk Aarts & Haruka Oikawa (2011). There is a Fire Burning in My Heart: The Role of Causal Attribution in Affect Transfer. Cognition and Emotion 25 (1):156-163.
  19.  13
    Kirsten I. Ruys, Henk Aarts, Esther K. Papies, Masanori Oikawa & Haruka Oikawa (2012). Perceiving an Exclusive Cause of Affect Prevents Misattribution. Consciousness and Cognition 21 (2):1009-1015.
    Affect misattribution occurs when affective cues color subsequent unrelated evaluations. Research suggests that affect misattribution decreases when one is aware that affective cues are unrelated to the evaluation at hand. We propose that affect misattribution may even occur when one is aware that affective cues are irrelevant, as long as the source of these cues seems ambiguous. When source ambiguity exists, affective cues may freely influence upcoming unrelated evaluations. We examined this using an adapted affect misattribution procedure where pleasant and (...)
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  20.  2
    Harm Veling & Henk Aarts (2011). Unintentional Preparation of Motor Impulses After Incidental Perception of Need-Rewarding Objects. Cognition and Emotion 25 (6):1131-1138.
  21.  44
    Alexander A. Aarts, Cilia L. M. Witteman, Pierre M. Souren & Jos I. M. Egger (2012). Associations Between Psychologists' Thinking Styles and Accuracy on a Diagnostic Classification Task. Synthese 189 (S1):119-130.
    The present study investigated whether individual differences between psychologists in thinking styles are associated with accuracy in diagnostic classification. We asked novice and experienced clinicians to classify two clinical cases of clients with two co-occurring psychological disorders. No significant difference in diagnostic accuracy was found between the two groups, but when combining the data from novices and experienced psychologists accuracy was found to be negatively associated with certain decision making strategies and with a higher self-assessed ability and preference for a (...)
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  22.  37
    Erik Aarts (1994). Proving Theorems of the Second Order Lambek Calculus in Polynomial Time. Studia Logica 53 (3):373 - 387.
    In the Lambek calculus of order 2 we allow only sequents in which the depth of nesting of implications is limited to 2. We prove that the decision problem of provability in the calculus can be solved in time polynomial in the length of the sequent. A normal form for proofs of second order sequents is defined. It is shown that for every proof there is a normal form proof with the same axioms. With this normal form we can give (...)
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  23.  11
    Erik Aarts & Kees Trautwein (1995). Non‐Associative Lambek Categorial Grammar in Polynomial Time. Mathematical Logic Quarterly 41 (4):476-484.
    We present a new axiomatization of the non-associative Lambek calculus. We prove that it takes polynomial time to reduce any non-associative Lambek categorial grammar to an equivalent context-free grammar. Since it is possible to recognize a sentence generated by a context-free grammar in polynomial time, this proves that a sentence generated by any non-associative Lambek categorial grammar can be recognized in polynomial time.
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  24.  6
    Claire M. Zedelius, Harm Veling & Henk Aarts (2011). Beware the Reward – How Conscious Processing of Rewards Impairs Active Maintenance Performance. Consciousness and Cognition 20 (2):366-367.
    Recently, we showed that conscious and unconscious rewards affect the active maintenance of goal-relevant information differently. Here, we elaborate on the mechanisms enabling the boosting or disrupting effects of consciously processed high rewards, and discuss a few methodological and theoretical implications that may be worth considering in future research on the role of reward processing in working memory performance.
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  25.  20
    Hanneke J. Nijland, Noelle M. C. Aarts & Reint Jan Renes (2013). Frames and Ambivalence in Context: An Analysis of Hands-On Experts' Perception of the Welfare of Animals in Traveling Circuses in The Netherlands. [REVIEW] Journal of Agricultural and Environmental Ethics 26 (3):523-535.
    The results of an empirical study into the perceptions of “hands-on” experts concerning the welfare of (non-human) animals in traveling circuses in the Netherlands are presented. A qualitative approach, based on in-depth conversations with trainers/performers, former trainers/performers, veterinarians, and an owner of an animal shelter, conveyed several patterns in the contextual construction of perceptions and the use of dissonance reduction strategies. Perceptions were analyzed with the help of the Symbolic Convergence Theory and the model of the frame of reference, consisting (...)
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  26. Jan M. G. Aarts (1979). Metaphor and Non-Metaphor: The Semantics of Adjective Noun Combinations. Niemeyer.
     
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  27. Ap Dijksterhuis, Henk Aarts & Pamela K. Smith (2005). In a Word, is Not the Subliminal Self Superior to the Conscious Self?—Henri Poincare. In Ran R. Hassin, James S. Uleman & John A. Bargh (eds.), The New Unconscious. Oxford University Press 77.
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  28. Ap Dijksterhuis & Henk Aarts (2012). Control, Consciousness, and Agency. In Henk Aarts & Andrew J. Elliot (eds.), Goal-Directed Behavior. Psychology Press
  29.  2
    Ap Dijksterhuis & Henk Aarts (2012). If You Find Yourself in the Local Fast-Food Establishment, Eating. In Henk Aarts & Andrew J. Elliot (eds.), Goal-Directed Behavior. Psychology Press 61.
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  30. Fgam Aarts (1974). Articles in English-Yotsukura, S. Foundations of Language 12 (2):297-300.
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  31.  32
    Henk Aarts & Andrew J. Elliot (eds.) (2012). Goal-Directed Behavior. Psychology Press.
    This volume presents chapters from internationally renowned scholars in the area of goals and social behavior.
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  32. Frederick Aardema, Henk Aarts, Anna Abraham, Richard L. Abrams, Richard J. Addante, Karzan Jalal Ali, William P. Banks, Cristina Becchio, D. Ben Shalom & Cesare Bertone (2005). Haider, Hilde, 495 Hobson, J. Allan, 429 Huntjens, Rafaële JC, 377 Huron, Caroline, 535. Consciousness and Cognition 14:788-789.
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  33. Ap Dijksterhuis & Henk Aarts (2012). I F You Find Yourself in the Local Fast-Food Establishment, Eating a Juicy Cheese-Burger with Fries Just a Day After You Promised Yourself That You Would Lose. In Henk Aarts & Andrew J. Elliot (eds.), Goal-Directed Behavior. Psychology Press 301.
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  34.  62
    Lili-Ann Wolff (2013). Rousseaus Émile: En Tidlös Provokation. Studier I Pædagogisk Filosofi 2 (1):44-69.
    One of the most legendary educational books ever written is Jean-Jacques Rousseau’s “Émile ou de l’Education”. Most obviously Rousseau wrote this book guided by diverse more or less conscious purposes and one of the main problems it presents is paradoxical: Does education have to promote freedom by force? In this article I will, firstly, present several aims that might have triggered Rousseau to write “Émile”. Secondly, I will discuss Rousseau’s view of the so called “educational paradox”. Since this quandary touches (...)
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  35.  8
    Danièle Tosato-Rigo (2012). In the Shadow of Emile: Pedagogues, Pediatricians, Physical Education, 1686–1762. [REVIEW] Studies in Philosophy and Education 31 (5):449-463.
    This article takes as its starting point the commonplace that Rousseau’s Emile enabled his contemporaries to discover not only childhood but physical education. Focused on what the pedestal erected for Jean-Jacques somewhat overshadows, a brief historiographic overview and a survey of some major writings on education before Rousseau (by the Abbot Fleury, John Locke, Jean-Pierre de Crousaz and Charles Rollin) will show that the ideas defended by the writer were not innovative in the slightest. But also, and this seems (...)
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  36.  6
    Blaise Bachofen (2009). Une « robinsonnade » paradoxale : les leçons d'économie de l'Émile. Archives de Philosophie 1 (1):75-99.
    L’Émile met en scène deux leçons de choses visant à initier l’élève à la science économique : l’une concernant le fondement du droit de propriété, l’autre concernant l’échange marchand et la division sociale du travail. Ces deux moments éducatifs donnent un précieux éclairage sur la pensée économique de Rousseau, pensée plus complexe et informée qu’on ne le considère communément. Mais c’est également dans les décisions existentielles d’émile que sont abordées philosophiquement les conditions d’un choix rationnel, la maximisation de la satisfaction (...)
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  37.  1
    Mark Cladis (1994). A Communitarian Defense of Liberalism: Emile Durkheim and Contemporary Social Theory. Stanford University Press.
    "This is an interesting and provocative reading of Durkheim that sheds new light on the contemporary relevance of his work and offers new and complex material for the debate over social theory. It is well written, and the style is lively.
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  38.  9
    Chad Alan Goldberg & Emile Durkheim (2008). Introduction to Emile Durkheim's "Anti-Semitism and Social Crisis". Sociological Theory 26 (4):299 - 323.
    Emile Durkheim's "Antis?mitisme et crise sociale," written in 1899 during the Dreyfus Affair in France, is introduced. The introduction summarizes the principal contributions that "Antis?mitisme et crise sociale" makes to the sociology of anti-Semitism, relates those contributions to Durkheim's broader theoretical assumptions and concerns, situates his analysis of anti-Semitism in its social and historical context, contrasts it to other analyses of anti-Semitism (Marxist and Zionist) that were prominent in Durkheim's time, indicates some of the revisions and additions that a (...)
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  39.  11
    Mark S. Cladis (1995). Education, Virtue and Democracy in the Work of Emile Durkheim. Journal of Moral Education 24 (1):37-52.
    Abstract A condition for a flourishing liberal society, I believe, is a public education similar to that recommended by Durkheim. Its heterogeneous character, embracing critical thought and shared traditions, autonomy and community, human diversity and social unity, provides a powerful support for and challenge to liberal, democratic institutions. Durkheim mingled standard liberal and communitarian values??values supporting individual rights and critical thought, on one hand, and values supporting the common good and tradition on the other. On my reading, Durkheim forged a (...)
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  40. Joe E. Barnhart (1977). The Study of Religion and its Meaning New Explorations in Light of Karl Popper and Emile Durkheim. Mouton.
     
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  41. Massimo Rosati, Ambrogio Santambrogio & Jeffrey C. Alexander (2002). Emile Durkheim Contributi Ad Una Rilettura Critica.
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  42.  12
    Daniel Tröhler (2012). Rousseau's Emile, or the Fear of Passions. Studies in Philosophy and Education 31 (5):477-489.
    Notwithstanding the general accepted understanding that Rousseau is the master of modern education reflecting the progress by enlightenment this articles suggests that Rousseau’s Emile is—as most of Rousseau’s other writings are, too—testimony to a brilliant and passionate writer expressing thoughts about his concern how to deal with passions—passion being one of the most disputed concepts in late seventeenth and in eighteenth century. The reading of Emile has therefore take into account polemic as a literary trope in Rousseau’s style (...)
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  43.  19
    Avi I. Mintz (2012). The Happy and Suffering Student? Rousseau's Emile and the Path Not Taken in Progressive Educational Thought. Educational Theory 62 (3):249-265.
    One of the mantras of progressive education is that genuine learning ought to be exciting and pleasurable, rather than joyless and painful. To a significant extent, Jean-Jacques Rousseau is associated with this mantra. In a theme of Emile that is often neglected in the educational literature, however, Rousseau stated that “to suffer is the first thing [Emile] ought to learn and the thing he will most need to know.” Through a discussion of Rousseau's argument for the importance of (...)
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  44.  19
    Olivier Michaud (2012). Thinking About the Nature and Role of Authority in Democratic Education with Rousseau's Emile. Educational Theory 62 (3):287-304.
    Educational authority is an issue in contemporary democracies. Surprisingly, little attention has been given to the problem of authority in Jean-Jacques Rousseau's Emile and his work has not been addressed in the contemporary debate on the issue of authority in democratic education. Olivier Michaud's goals are, first, to address both of these oversights by offering an original reading of the problem of authority in Emile and then to rehabilitate the notion of “educational authority” for democratic educators today. Contrary (...)
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  45.  17
    Georg Cavallar (2012). Educating Émile: Jean-Jacques Rousseau on Cosmopolitanism. The European Legacy 17 (4):485 - 499.
    Rousseau tries to show that civic patriotism is compatible with genuine moral cosmopolitanism as well as republican cosmopolitanism (the compatibility thesis). I try to clarify these concepts, and distinguish them from other types of cosmopolitanism, such as moral, cultural, economic, and epistemological cosmopolitanisms. Rousseau winds up with a form of rooted cosmopolitanism that tries to strike a balance between republican patriotism and republican as well as thin moral cosmopolitanism, offering a synthesis through education. A careful reading of Émile shows that (...)
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  46.  2
    Joel Revill (2009). Emile Boutroux, Redefining Science and Faith in the Third Republic. Modern Intellectual History 6 (3):485-512.
    Historians have convincingly shown the extent to which Protestantism played a role in the founding of the Third Republic, undermining the once canonical claim that republicanism and religion were implacably hostile opponents in the latter half of the nineteenth century. Catholics, however, continue to be viewed as nearly universally antirepublican. Analyzing the writings of philosopher Emile Boutroux and his students, this article shows how the specifically Catholic concern with the relationship between free will and scientific concepts of determinism both (...)
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  47.  4
    J. Simon (1995). Natural Freedom and Moral Autonomy: Emile as Parent, Teacher and Citizen. History of Political Thought 16 (1):21.
    The following analysis seeks to question Rousseau's assumptions concerning the desirability of an �education from things�. In particular, I will focus on the problematic relationship between, on one hand, the development of Emile's sense of freedom and independence, and on the other, his sense of moral autonomy. It is my contention that moral development necessarily entails both what Rousseau provides, namely a well-developed conception of individuality, and something that is sorely lacking in Rousseau's project. Turning to an analysis of (...)
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  48.  6
    Baruch Eitam (2011). The Mechanics of Implicit Learning of Contingencies: A Commentary on Custers & Aarts' Paper. Consciousness and Cognition 20 (2):379-381.
    In their paper: “Learning of Predictive Relations Between Events Depends on Attention, Not on Awareness” Custers & Aarts demonstrate that when one is first exposed to a clear predictive relationship – a consequent predictive relationship will be represented as a unidirectional association in the percievers’ minds regardless of their awareness of that relationship. Furthermore, a conscious intention to learn the relationship leads to the formation of a bidirectional association. While these findings may prove to be a significant step in (...)
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  49.  16
    M. Anthony Mills (2014). Identity Versus Determinism: Émile Meyerson׳s Neo-Kantian Interpretation of the Quantum Theory. Studies in History and Philosophy of Science Part B: Studies in History and Philosophy of Modern Physics 47:33-49.
    Despite the praise his writing garnered during his lifetime, e.g., from readers such as Einstein and de Broglie, Émile Meyerson has been largely forgotten. The rich tradition of French épistémologie has recently been taken up in some Anglo-American scholarship, but Meyerson—who popularized the term épistémologie through his historical method of analyzing science, and criticized positivism long before Quine and Kuhn—remains overlooked. If Meyerson is remembered at all, it is as a historian of classical science. This paper attempts to rectify both (...)
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  50.  16
    Cristina Chimisso & Gad Freudenthal, A Mind of Her Own: Helene Metzger to Emile Meyerson, 1933.
    In May 1933 the historian of chemistry Hélène Metzger addressed a letter to the renowned historian and philosopher of science Émile Meyerson, a cri de coeur against Meyerson's patronizing attitude toward her. This recently discovered letter is published and translated here because it is an exceptional human document reflecting the gender power structure of our discipline in interwar France. At the age of forty-three, and with five books to her credit, Metzger was still a junior scholar in the exclusively male (...)
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