Search results for 'Exam technique' (try it on Scholar)

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  1. Elizabeth Burns & Michael Lacewing (2004). Essay Writing and Exam Preparation. In Elizabeth Burns & Stephen Law (eds.), Philosophy for AS and A2. Routledge
  2.  42
    Terence Rajivan Edward, A Solution to the Surprise Exam Paradox.
    The students’ argument against the possibility of a surprise exam assumes that the following would not occur: the teacher decides to give the exam on a certain day, the exam would not be a surprise on that day, but the teacher does not realize this. I give a reason to reject this assumption, and I point out that an attempt to reformulate the surprise exam paradox in order to allow for the assumption does not result (...)
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  3.  23
    Terence Rajivan Edward, Another Solution to the Surprise Exam Paradox.
    I identify an assumption that the students should not rely on: if the teacher believes that the exam will not be a surprise on a certain day, the teacher will not give the exam on that day. The reason I present for not making this assumption does not involve doubting the moral goodness of the teacher.
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  4.  17
    Earl W. Spurgin (2004). The Goals and Merits of a Business Ethics Competency Exam. Journal of Business Ethics 50 (3):279-288.
    My university recently established a business ethics competency exam for graduate business students. The exam is designed to test whether students can demonstrate several abilities that are indicative of competency in business ethics. They are the abilities to speak the language of business ethics, identify business ethics issues, apply theories and concepts to issues, identify connections among theories and concepts as they relate to different issues, and construct and critically evaluate arguments for various positions on business ethics issues. (...)
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  5.  5
    Chihaya Kusayanagi (2013). Constructing and Understanding an Incident as a Social Problem: A Case Study of University Entrance Exam Cheating in Japan. [REVIEW] Human Studies 36 (1):133-148.
    The recent work of Frances Chaput Waksler—The New Orleans Sniper: A Phenomenological Case Study of Constituting the Other—demonstrates, by close examination of the case of the New Orleans Sniper of 1973, how people constitute and unconstitute an “Other” in certain situations. This paper explores the process by which people constituted the Other in Japan in February of 2011 through the course of an incident that surprised Japanese people: university entrance exam cheating by use of the Internet question-and-answer bulletin board. (...)
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  6.  5
    Lambert Dousson (2010). La vedette et le dictateur : sur une note de bas de page de L'Œuvre d'art à l'époque de sa reproductibilité technique de Walter Benjamin. Astérion 7.
    La genèse de la vedette de cinéma qu’effectue Walter Benjamin au chapitre 10 de L’Œuvre d’art à l’époque de sa reproductibilité technique (dernière version, 1939) trouve une résonance politique dans une note de bas de page du même chapitre où la star acquiert un statut analogue au dictateur, quand la technique (de reproduction) de l’œuvre d’art devient elle-même, à travers le cinéma, œuvre d’art. Si les démocraties bourgeoises contiennent, dans leur rapport aux médias de masse, la possibilité de (...)
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  7.  3
    Annelies De Schrijver (2012). Sample Survey on Sensitive Topics: Investigating Respondents' Understanding and Trust in Alternative Versions of the Randomized Response Technique. Journal of Research Practice 8 (1):Article - M1.
    In social science research, survey respondents hesitate to answer sensitive questions. This explains why traditional self-report surveys often suffer from high levels of non-response and dishonest answers. To overcome these problems, an adjusted questioning technique is necessary. This article examines one such adjusted questioning technique: the randomized response technique. However, in order to obtain reliable and valid data, respondents need to understand and trust this technique. Respondents' understanding and trust are assessed in two online variants of (...)
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  8.  1
    Alain Gras (2010). L'évaluation du fait technique, une métaphysique pour l'hypersauvage contemporain. Cahiers Internationaux de Sociologie 128 (1):285.
    La fascination pour la mesure, que représente l’évaluation quantitative dans le domaine écologique, occulte le fait que le choix des éléments à mesurer est subjectif et qu’en aucun cas la scientificité ne vient directement de l’observation de l’objet. J’en donnerai la preuve dans trois catégories qui regroupent l’ensemble du sophisme scientifique que constitue l’évaluation : le suivi d’un objet technique simple, avec l’exemple du progrès mesuré dans l’évolution du couteau et d’autres objets, l’histoire quantitative d’un fait naturel, le réchauffement (...)
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  9.  32
    Liesbeth De Mol & Giuseppe Primiero (2014). Facing Computing as Technique: Towards a History and Philosophy of Computing. Philosophy and Technology 27 (3):321-326.
    We present the methodological principles underlying the scientific activities of the DHST Commission on the History and Philosophy of Computing. This volume collects refereed selected papers from the First International Conference organized by the Commission.
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  10.  3
    Charles E. Sternheim & Robert M. Boynton (1966). Uniqueness of Perceived Hues Investigated with a Continuous Judgmental Technique. Journal of Experimental Psychology 72 (5):770.
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  11.  8
    Andrea Hämmerlein, Uta Müller & Martin Schulz (2011). Pharmacist‐Led Intervention Study to Improve Inhalation Technique in Asthma and COPD Patients. Journal of Evaluation in Clinical Practice 17 (1):61-70.
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  12.  4
    M. L. Phares (1934). Analysis of Musical Appreciation by Means of the Psychogalvanic Reflex Technique. Journal of Experimental Psychology 17 (1):119.
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  13.  3
    Marylin C. Smith & Susan Ramunas (1971). Elimination of Visual Field Effects by Use of a Single Report Technique: Evidence for Order-of-Report Artifact. Journal of Experimental Psychology 87 (1):23.
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  14.  3
    Lloyd R. Peterson, Charles L. Brewer & Richard Bertucco (1963). A Guessing Strategy with the Anticipation Technique. Journal of Experimental Psychology 65 (3):258.
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  15.  1
    Herbert Woodrow & Benjamin Karpman (1917). A New Olfactometric Technique and Some Results. Journal of Experimental Psychology 2 (6):431-447.
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  16.  2
    W. N. Kellogg, R. C. Davis & V. B. Scott (1939). Refinements in Technique for the Conditioning of Motor Reflexes in Dogs. Journal of Experimental Psychology 24 (3):318.
  17.  1
    John G. Miscik, Jerald M. Smith, Norman H. Hamm, Kenneth A. Deffenbacher & Evan L. Brown (1972). Short-Term Retention of Auditory Sequences as a Function of Stimulus Duration, Intersimulus Interval, and Encoding Technique. Journal of Experimental Psychology 96 (1):147.
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  18.  1
    Claude E. Buxton & Hugh V. Ross (1949). Relationship Between Reminiscence and Type of Learning Technique in Serial Anticipation Learning. Journal of Experimental Psychology 39 (1):41.
  19. J. W. Gardner (1937). An Experimental Study of the Luria Technique for Detecting Mental Conflict. Journal of Experimental Psychology 20 (5):495.
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  20. David Gorman & F. Matthias Alexander (2000). Réflexions Sur Nos Réflexions Sur Nous-Mêmes Conférence En Mémoire de F.M. Alexander Par Devant la Society of Teachers of the Alexander Technique, 27th Octobre, 1984. Monograph Collection (Matt - Pseudo).
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  21. David Gorman & F. Matthias Alexander (2000). Thinking About Thinking About Ourselves the F.M. Alexander Memorial Lecture, Delivered Before the Society of Teachers of the Alexander Technique, on October 27th 1984. Monograph Collection (Matt - Pseudo).
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  22. J. S. Gottlieb & O. D. Fowler (1941). A Note on Chronaxic Technique. Journal of Experimental Psychology 28 (4):367.
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  23. Xavier Guchet (2003). Pensée technique et philosophie transcendantale. Archives de Philosophie 1 (1):119-144.
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  24. Robert E. Miller & John V. Murphy (1958). Supplementary Report: The Diminishing Interval Conditioning Technique. Journal of Experimental Psychology 56 (5):456.
  25. Karl-Gustaf Norbergh, Yvonne Helin, Annika Dahl, Ove Hellzén & Kenneth Asplund (2006). Nurses' Attitudes Towards People with Dementia: The Semantic Differential Technique. Nursing Ethics 13 (3):264-274.
    One important aspect of the nurse-patient relationship is nurses’ attitudes towards their patients. Nurses’ attitudes towards people with dementia have been studied from a wide range of approaches, but few authors have focused on the structure of these attitudes. This study aimed to identify a structure in licensed practical nurses’ attitudes towards people with dementia. Twenty-one group dwelling units for people with dementia at 11 nursing homes participated in the study. A total of 1 577 assessments of 178 patients were (...)
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  26. José Luis Ferreira & Jesús Zamora Bonilla (2008). The Surprise Exam Paradox, Rationality, and Pragmatics: A Simple Game‐Theoretic Analysis. Journal of Economic Methodology 15 (3):285-299.
    The surprise exam paradox has attracted the attention of prominent logicians, mathematicians and philosophers for decades. Although the paradox itself has been resolved at least since Quine, some aspects of it are still being discussed. In this paper we propose, following Sober, to translate the paradox into the language of game theory to clarify these aspects. Our main conclusions are that a much simpler game?theoretic analysis of the paradox is possible, which solves most of the puzzles related to it, (...)
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  27. David Roden, In and Out of Control: Self-Augmenting and Autonomous Technique.
    Martin Heidegger and Jacques Ellul propounded substantivist accounts of technology which rejected the received instrumentalist view of technology according to which only the ends to which technologies are applied can be evaluated. In opposition to instrumentalism, they claimed that modern technology involves a displacement of non-technological values or (in Heidegger’s case) other ways of relating to Being. The theory of technical autonomy that Jacques Ellul sets out in The Technological Society is distinguished from Heidegger’s brand of substantivism, however, in providing (...)
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  28.  37
    Sylvia Culp (1995). Objectivity in Experimental Inquiry: Breaking Data-Technique Circles. Philosophy of Science 62 (3):438-458.
    I respond to H. M. Collins's claim (1985, 1990, 1993) that experimental inquiry cannot be objective because the only criterium experimentalists have for determining whether a technique is "working" is the production of "correct" (i.e., the expected) data. Collins claims that the "experimenters' regress," the name he gives to this data-technique circle, cannot be broken using the resources of experiment alone. I argue that the data-technique circle, can be broken even though any interpretation of the raw data (...)
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  29.  32
    Harold Simmons (2005). Tiering as a Recursion Technique. Bulletin of Symbolic Logic 11 (3):321-350.
    I survey the syntactic technique of tiering which can be used to restrict the power of a recursion scheme. I show how various results can be obtained entirely proof theoretically without the use of a model of computation.
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  30. Pierre Rabardel & N. Weill-Fassina (forthcoming). Le Dessin Technique. Hermes.
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  31.  2
    D. C. Robertston & T. Rymon (2001). Purchasing Agents' Deceptive Behavior: A Randomized Response Technique. Business Ethics Quarterly 11 (3):455-479.
    The randomized response technique is used to study the deceptive behavior of purchasing agents. We test the propositionthat purchasing agents’ perceptions of organizational expectations influence their behavior. Results indicate that perceived pressure toperform and ethical ambiguity on the part of the firm are correlated with purchasing agents’ unethical behavior, in the form of acknowledged deception of suppliers.
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  32.  27
    Alain Gras (2010). L'évaluation du fait technique. Cahiers Internationaux de Sociologie 128 (128):285-298.
    LLe terme ' évaluation ' est porteur d'une ambiguïté dès l'origine car son contenu sémantique est double : donner un prix, ou une mesure, mais aussi ' donner une valeur ' entendu d'un point de vue éthique, la valeur dont parle Weber. Or la fascination pour la mesure occulte le fait que le choix des éléments à mesurer est subjectif et qu'en aucun cas la scientificité ne vient directement de l'observation de l'objet. Cette caractéristique subjective est tout simplement ignorée dans (...)
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  33. Andrew Yuengert (2004). The Boundaries of Technique: Ordering Positive and Normative Concerns in Economic Research. Lexington Books.
    Exploring recent controversies over the role of ethics in economics, The Boundaries of Technique encourages scholars and students to discover and debate the ways in which economics is insulated from ethics, and the ways in which it is dependent upon it. Ultimately, by bringing readers to a deeper awareness of the intrinsic involvement of the individual and the responsibility of moral choice, Yuengert makes an invaluable contriubtion to the study and practice of economics.
     
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  34.  33
    S. A. J. Stuart (2013). The Union of Two Nervous Systems: Neurophenomenology, Enkinaesthesia, and the Alexander Technique. Constructivist Foundations 8 (3):314-323.
    Context: Neurophenomenology is a relatively new field, with scope for novel and informative approaches to empirical questions about what structural parallels there are between neural activity and phenomenal experience. Problem: The overall aim is to present a method for examining possible correlations of neurodynamic and phenodynamic structures within the structurally-coupled work of Alexander Technique practitioners with their pupils. Method: This paper includes the development of an enkinaesthetic explanatory framework, an overview of the salient aspects of the Alexander (...)
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  35.  83
    Ken Levy (2009). The Solution to the Surprise Exam Paradox. Southern Journal of Philosophy 47 (2):131-158.
    The Surprise Exam Paradox continues to perplex and torment despite the many solutions that have been offered. This paper proposes to end the intrigue once and for all by refuting one of the central pillars of the Surprise Exam Paradox, the 'No Friday Argument,' which concludes that an exam given on the last day of the testing period cannot be a surprise. This refutation consists of three arguments, all of which are borrowed from the literature: the 'Unprojectible (...)
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  36.  17
    Margarita Vázquez (2008). Logic and the Surprise Exam Paradox. Proceedings of the Xxii World Congress of Philosophy 13:121-127.
    In this paper, I analyze the "surprise exam paradox". I think that the paradox can be avoided and I am going to focus on three points: 1) A conflict arises between reasoning and the confidence in the person that makes the original statement. If we examine the situation by reasoning we conclude that the statement is not going to come true, because we trust the person that states it. However, if it is not possible to happen, it happens, and (...)
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  37.  71
    Ned Hall (1999). How to Set a Surprise Exam. Mind 108 (432):647-703.
    The professor announces a surprise exam for the upcoming week; her clever student purports to demonstrate by reductio that she cannot possibly give such an exam. Diagnosing his puzzling argument reveals a deeper puzzle: Is the student justified in believing the announcement? It would seem so, particularly if the upcoming 'week' is long enough. On the other hand, a plausible principle states that if, at the outset, the student is justified in believing some proposition, then he is also (...)
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  38.  30
    John N. Williams (2007). The Surprise Exam Paradox: Disentangling Two Reductios. Journal of Philosophical Research 32:67-94.
    One tradition of solving the surprise exam paradox, started by Robert Binkley and continued by Doris Olin, Roy Sorensen and Jelle Gerbrandy, construes surpriseepistemically and relies upon the oddity of propositions akin to G. E. Moore’s paradoxical ‘p and I don’t believe that p.’ Here I argue for an analysis that evolves from Olin’s. My analysis is different from hers or indeed any of those in the tradition because it explicitly recognizes that there are two distinct reductios at work (...)
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  39.  38
    Elliott Sober (1998). To Give a Surprise Exam, Use Game Theory. Synthese 115 (3):355-373.
    This paper proposes a game-theoretic solution of the surprise examination problem. It is argued that the game of “matching pennies” provides a useful model for the interaction of a teacher who wants her exam to be surprising and students who want to avoid being surprised. A distinction is drawn between prudential and evidential versions of the problem. In both, the teacher should not assign a probability of zero to giving the exam on the last day. This representation of (...)
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  40.  9
    Steve Joordens, Daryl E. Wilson, Thomas M. Spalek & Dwayne E. Paré (2010). Turning the Process-Dissociation Procedure Inside-Out: A New Technique for Understanding the Relation Between Conscious and Unconscious Influences. Consciousness and Cognition 19 (1):270-280.
    While there is now general agreement that memory gives rise to both conscious and unconscious influences, there remains disagreement concerning the process architecture underlying these distinct influences. Do they arise from independent underlying systems or from systems that are interactive ? In the current paper we present a novel “inside-out” technique that can be used with the process-dissociation paradigm to arrive at more concrete conclusions concerning this central question and demonstrate this technique via a meta-analysis of currently published (...)
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  41. Gregory Gandenberger (2010). Producing a Robust Body of Data with a Single Technique. Philosophy of Science 77 (3):381-399.
    When a technique purports to provide information that is not available to the unaided senses, it is natural to think that the only way to validate that technique is by appealing to a theory of the processes that lead from the object of study to the raw data. In fact, scientists have a variety of strategies for validating their techniques. Those strategies can yield multiple independent arguments that support the validity of the technique. Thus, it is possible (...)
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  42.  5
    Robert Stickgold, Cynthia D. Rittenhouse & J. Allan Hobson (1994). Dream Splicing: A New Technique for Assessing Thematic Coherence in Subjective Reports of Mental Activity. Consciousness and Cognition 3 (1):114-128.
    A novel "dream splicing" technique allows the objective evaluation of thematic coherence in dreams. In this study, dream reports were cut into segments and segments randomly recombined to form spliced reports. Judges then attempted to distinguish spliced reports from intact ones. Five judges correctly scored 22 spliced and intact reports 82% of the time ; 13 of the 22 reports were correctly scored by all five judges . We conclude that most dream reports contain sufficient coherence to allow judges (...)
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  43.  20
    Brian K. Burton & Janet P. Near (1995). Estimating the Incidence of Wrongdoing and Whistle-Blowing: Results of a Study Using Randomized Response Technique. [REVIEW] Journal of Business Ethics 14 (1):17 - 30.
    Student cheating and reporting of that cheating represents one form of organizational wrong-doing and subsequent whistle-blowing, in the context of an academic organization. Previous research has been hampered by a lack of information concerning the validity of survey responses estimating the incidence of organizational wrongdoing and whistle-blowing. An innovative method, the Randomized Response Technique (RRT), was used here to assess the validity of reported incidences of wrongdoing and whistle-blowing. Surprisingly, our findings show that estimates of these incidences did not (...)
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  44.  24
    F. Vialatte (2009). EEG Paroxysmal Gamma Waves During Bhramari Pranayama: A Yoga Breathing Technique. Consciousness and Cognition 18 (4):977-988.
    Here we report that a specific form of yoga can generate controlled high-frequency gamma waves. For the first time, paroxysmal gamma waves were observed in eight subjects practicing a yoga technique of breathing control called Bhramari Pranayama . To obtain new insights into the nature of the EEG during BhPr, we analyzed EEG signals using time-frequency representations , independent component analysis , and EEG tomography . We found that the PGW consists of high-frequency biphasic ripples. This unusual activity is (...)
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  45.  23
    Lorenza Mondada (2009). Video Recording Practices and the Reflexive Constitution of the Interactional Order: Some Systematic Uses of the Split-Screen Technique. Human Studies 32 (1):67 - 99.
    In this paper, I deal with video data not as a transparent window on social interaction but as a situated product of video practices. This perspective invites an analysis of the practices of video-making, considering them as having a configuring impact on both on the way in which social interaction is documented and the way in which it is locally interpreted by video-makers. These situated interpretations and online analyses reflexively shape not only the record they produce but also the interactional (...)
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  46.  16
    John N. Williams (2007). The Surprise Exam Paradox. Journal of Philosophical Research 32:67-94.
    One tradition of solving the surprise exam paradox, started by Robert Binkley and continued by Doris Olin, Roy Sorensen and Jelle Gerbrandy, construes surpriseepistemically and relies upon the oddity of propositions akin to G. E. Moore’s paradoxical ‘p and I don’t believe that p.’ Here I argue for an analysis that evolves from Olin’s. My analysis is different from hers or indeed any of those in the tradition because it explicitly recognizes that there are two distinct reductios at work (...)
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  47.  8
    Tom Boland (2007). Critique as a Technique of Self: A Butlerian Analysis of Judith Butler's Prefaces. History of the Human Sciences 20 (3):105-122.
    This article considers `critique' as performative, being on the one hand a reiterative performance, that enacts the `critic' through the act of critique, and on the other hand reflecting the constitution of the subject. While this approach takes on the conceptual framework of Judith Butler's work, it differs by refusing critique — or its correlates; parody, subversion or similar — any special status. Like any other performance critique is taken here as a cultural practice, as a Foucauldian `technique of (...)
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  48.  6
    Margarita Vázquez (2008). Logic and the Surprise Exam Paradox. Proceedings of the Xxii World Congress of Philosophy 13:121-127.
    In this paper, I analyze the "surprise exam paradox". I think that the paradox can be avoided and I am going to focus on three points: 1) A conflict arises between reasoning and the confidence in the person that makes the original statement. If we examine the situation by reasoning we conclude that the statement is not going to come true, because we trust the person that states it. However, if it is not possible to happen, it happens, and (...)
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  49.  6
    Margarita Vázquez (2008). Logic and the Surprise Exam Paradox. Proceedings of the Xxii World Congress of Philosophy 13:121-127.
    In this paper, I analyze the "surprise exam paradox". I think that the paradox can be avoided and I am going to focus on three points: 1) A conflict arises between reasoning and the confidence in the person that makes the original statement. If we examine the situation by reasoning we conclude that the statement is not going to come true, because we trust the person that states it. However, if it is not possible to happen, it happens, and (...)
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  50.  28
    Don Fawkes, Tom Adajian & Steven Hoeltzel (2001). Examining the Exam. Inquiry 20 (4):19-33.
    This paper examines the content of the Watson-Glaser Critical Thinking Appraisal exam (1980). Our report is not a statistical review. We find the content of this exam defective in a number of areas. The exam consists of five “tests” of 16 questions for a total of 80 questions. Of these, we cannot recommend test 1, test 2, test 4, and test 5; and, we cannot recommend questions 4, 5, 14, 16, 37, 45, 60, 63, 64, 65, 66, (...)
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