Search results for 'S. R. Sudarshan Iyengar' (try it on Scholar)

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  1.  8
    S. R. Sudarshan Iyengar, C. E. Veni Madhavan, Katharina A. Zweig & Abhiram Natarajan (2012). Understanding Human Navigation Using Network Analysis. Topics in Cognitive Science 4 (1):121-134.
    We have considered a simple word game called the word-morph. After making our participants play a stipulated number of word-morph games, we have analyzed the experimental data. We have given a detailed analysis of the learning involved in solving this word game. We propose that people are inclined to learn landmarks when they are asked to navigate from a source to a destination. We note that these landmarks are nodes that have high closeness-centrality ranking.
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  2. Adrien Baillet & R. S. (1693). The Life of Monsieur des Cartes [by A. Baillet] Tr. By S.R.
     
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  3.  4
    C. S. R. (1895). Blake's Edition of Xenophon's Hellenica I. II., and Other Selections The Hellenica of Xenophon, Books I. And II., Together with Selections From Lysias C. Eratosthenes and From Aristotle's Constitution of Athens, Edited with Notes by R. W. Blake, A.M. Boston. 1894. [REVIEW] The Classical Review 9 (04):231-.
  4.  2
    G. G. R. (1931). Psychopathology. By J. S. Nicole, M.R.C.P. & S. (London: Bailliere Tindall & Cox. 1930. Pp. Xii + 203. Price 10s. 6d.). Philosophy 6 (22):271-.
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  5. G. R. G. R. (1964). GIRONELLA J. R. s.j., "Curso de Cuestiones filosóficas previas al estudio de la Teología". Rivista di Filosofia Neo-Scolastica 56:261.
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  6.  8
    S. R. Sudarshan Iyengar, C. E. Veni Madhavan, Katharina A. Zweig & Abhiram Natarajan (2012). Understanding Human Navigation Using Network Analysis. Topics in Cognitive Science 4 (1):121-134.
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  7.  15
    Helen E. Lees (2012). Is R.S. Peters' Way of Mentioning Women in His Texts Detrimental to Philosophy of Education? Some Considerations and Questions. Ethics and Education 7 (3):291-302.
    . Is R.S. Peters' way of mentioning women in his texts detrimental to philosophy of education? Some considerations and questions. Ethics and Education: Vol. 7, Creating spaces, pp. 291-302. doi: 10.1080/17449642.2013.767002.
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  8.  4
    Paul M. Fitts & Charles M. Seeger (1953). S-R Compatibility: Spatial Characteristics of Stimulus and Response Codes. Journal of Experimental Psychology 46 (3):199.
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  9.  11
    Paul M. Fitts & Richard L. Deininger (1954). S-R Compatibility: Correspondence Among Paired Elements Within Stimulus and Response Codes. Journal of Experimental Psychology 48 (6):483.
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  10.  2
    L. H. Shaffer (1965). Choice Reaction with Variable S-R Mapping. Journal of Experimental Psychology 70 (3):284.
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  11.  2
    Robert E. Morin & Bert Forrin (1962). Mixing of Two Types of S-R Associations in a Choice Reaction Time Task. Journal of Experimental Psychology 64 (2):137.
  12.  3
    Louis D. Costa, Morton Horwitz & Herbert G. Vaughan Jr (1966). Effects of Stimulus Uncertainty and S-R Compatibility on Speed of Digit Coding. Journal of Experimental Psychology 72 (6):895.
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  13.  3
    John P. Houston (1964). S-R Stimulus Selection and Strength of R-S Association. Journal of Experimental Psychology 68 (6):563.
  14.  2
    L. H. Shaffer (1967). Transition Effects in Three-Choice Reaction with Variable s-R Mapping. Journal of Experimental Psychology 73 (1):101.
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  15.  2
    Eleanore M. Jantz & Benton J. Underwood (1958). R-S Learning as a Function of Meaningfulness and Degree of S-R Learning. Journal of Experimental Psychology 56 (2):174.
  16. Imom Shaʺ"roniĭ (2005). Paĭghambarimizning (S.A.V.) Ḣazrati Aliga (R.A.) Nasiḣatlari: (Matn Va Izoḣ). Movarounnaḣr.
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  17. Stan Klein (forthcoming). Lost Feeling of Ownership of One’s Mental States: The Importance of Situating Patient R.B.'s Pathology in the Context of Contemporary Theory and Empiricism. Philosophical Psychology.
    In her re-analysis of the evidence presented in Klein and Nichols (2012) to support their argument that patient R.B. temporarily lost possessory custody of consciously apprehended objects (in this case, objects that normally would be non-inferentially taken as episodic memory), Professor Roache concludes Klein and Nichols's claims are untenable. I argue that Professor Roache is incorrect in her re-interpretation, and that this is due, in part, to lack of sufficient familiarity with psychological theory on memory as well as clinical literature (...)
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  18.  3
    Geoffrey Keppel & Benton J. Underwood (1962). Retroactive Inhibition of R-S Associations. Journal of Experimental Psychology 64 (4):400.
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  19.  2
    Donald A. Kausler & George A. Kanoti (1963). R-S Learning and Negative Transfer Effects with a Mixed List. Journal of Experimental Psychology 65 (2):201.
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  20.  1
    Ned Cassem & Donald H. Kausler (1962). Supplementary Report: Effects of Stimulus Association Value and Exposure Duration on R-S Learning. Journal of Experimental Psychology 64 (1):94.
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  21. D. Z. Phillips (1986). R.S. Thomas Poet of the Hidden God : Meaning and Mediation in the Poetry of R.S. Thomas. Monograph Collection (Matt - Pseudo).
     
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  22. Richard L. Purtill (1974). Lord of the Elves and Eldils Fantasy and Philosophy in C. S. Lewis and J. R. R. Tolkien. Zondervan Pub. House.
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  23.  7
    Jeffrey P. Toth, Brian Levine, Donald T. Stuss, Alfred Oh, Gordon Winocur & Nachshon Meiran (1995). Dissociation of Processes Underlying Spatial S-R Compatibility: Evidence for the Independent Influence of What and Where. Consciousness and Cognition 4 (4):483-501.
    The process-dissociation procedure was used to estimate the influence of spatial and form-based processing in the Simon task. Subjects made manual responses to the direction of arrows . The results provide evidence that the form and spatial location of a single stimulus can have functionally independent effects on performance. They also indicate the existence of two kinds of automaticity—an associative component that reflects prior S-R mappings and a nonassociative component that reflects the correspondence between stimulus and response codes.
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  24.  1
    Joseph Schubert (1971). S-R Theory and Dynamic Theory 1. Journal of Phenomenological Psychology 1 (2):173-184.
    S-R theorists formulate psychological laws in terms of the relationship between external events and observed behavior. The state of the organism delimits the applicability of the law. Dynamic theorists formulate psychological laws in terms of the relationship between the initial state of the organism O a and its subsequent state On. The significance of the stimulus is determined by .Oa and the principle of equifinality implies the equivalence of a wide range of behaviors by which On may be reached. It (...)
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  25.  1
    Maurice Friedberg (1976). The U.S. In the U.S.S.R.: American Literature Through the Filter of Recent Soviet Publishing and Criticism. Critical Inquiry 2 (3):519-583.
    The advent of the post-Stalin "thaw," particularly the period after 1956, was marked by a spectacular expansion in the publishing of translated Western writing and also, on occasion, of editions in the original languages: the virtual ban on import of Western books was, as of 1975, never relaxed. The more permissive political atmosphere favored the publication of a vastly larger variety of Western authors and titles and provision for the Soviet public of much larger quantities of such books in the (...)
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  26.  33
    James Tabery (2008). R. A. Fisher, Lancelot Hogben, and the Origin(s) of Genotype-Environment Interaction. Journal of the History of Biology 41 (4):717 - 761.
    This essay examines the origin(s) of genotype-environment interaction, or G×E. "Origin(s)" and not "the origin" because the thesis is that there were actually two distinct concepts of G×E at this beginning: a biometric concept, or \[G \times E_B\] , and a developmental concept, or \[G \times E_D \] . R. A. Fisher, one of the founders of population genetics and the creator of the statistical analysis of variance, introduced the biometric concept as he attempted to resolve one of the main (...)
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  27.  4
    Desh Raj Sirswal, The Role of Religious and Spiritual Values in Shaping Humanity (A Study of Dr. B.R. Ambedkar’s Religious Philosophy).
    Values are an important part of human existence, his society and human relations. All social, economic, political, and religious problems are in one sense is reflection of this special abstraction of human knowledge. We are living in a globalized village and thinking much about values rather than practice of it. If we define religion and spirituality we can say that religion is a set of beliefs and rituals that claim to get a person in a right relationship with God, and (...)
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  28.  32
    David Sloan Wilson (1999). A Critique of R.D. Alexander's Views on Group Selection. Biology and Philosophy 14 (3):431-449.
    Group selection is increasingly being viewed as an important force in human evolution. This paper examines the views of R.D. Alexander, one of the most influential thinkers about human behavior from an evolutionary perspective, on the subject of group selection. Alexander's general conception of evolution is based on the gene-centered approach of G.C. Williams, but he has also emphasized a potential role for group selection in the evolution of individual genomes and in human evolution. Alexander's views are internally inconsistent and (...)
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  29. Michael S. Katz (2009). R. S. Peters' Normative Conception of Education and Educational Aims. Journal of Philosophy of Education 43 (1):97-108.
    This article aims to highlight why R. S. Peters' conceptual analysis of ‘education’ was such an important contribution to the normative field of philosophy of education. In the article, I do the following: 1) explicate Peters' conception of philosophy of education as a field of philosophy and explain his approach to the philosophical analysis of concepts; 2) emphasize several (normative) features of Peters' conception of education, while pointing to a couple of oversights; and 3) suggest how Peters' analysis might be (...)
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  30.  17
    R. J. Royce (1983). R.S. Peters and Moral Education, 1: The Justification of Procedural Principles. Journal of Moral Education 12 (3):174-181.
    Abstract In this article, which is the first of two to examine the ideas of R. S. Peters on moral education, consideration is given to his justificatory arguments found in Ethics and Education. Here he employs presupposition arguments to show to what anyone engaging in moral discourse is committed. The result is a group of procedural principles which are recommended to be employed in moral education. This article is an attempt to examine the presupposition arguments Peters employs, to comment on (...)
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  31.  15
    John R. Martin Jr (2006). C.L.R. James's Analysis of Race and Class. Radical Philosophy Review 9 (2):167-189.
    Social conditions of race and class continue to combine in ways that raise systemic questions about the adequacy and legitimacy of liberal, capitalist democracy in America. More radical alternatives, however, are still generally held to be irrelevant in the American context. The following is an effort to correct this widespread misrepresentation of socialism’s relevance to America generally, and to matters of race in particular. I consider the work of C.L.R. James who, fifty years ago, developed a class-oriented, explicitly Marxist (...)
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  32.  20
    Bryan R. Warnick (2009). Ritual, Imitation and Education in R. S. Peters. Journal of Philosophy of Education 43 (1):57-74.
    This article reconstructs R. S. Peters' underlying theory of ritual in education, highlighting his proposed link between ritual and the imitation of teachers. Rituals set the stage for the imitation of teachers and they invite students to experience practices whose value is not easily discernable from the outside. For Peters, rituals facilitate the transmission of values across time, create unity in schools, and affirm authority relations. There is a tension, however, between this view of ritual and imitation, on the one (...)
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  33.  3
    R. Smith (2007). R.G. Collingwood's Definition of Historical Knowledge. History of European Ideas 33 (3):350-371.
    R.G. Collingwood defined historical knowledge as essentially ‘scientific’, and saw the historian's task as the ‘re-enactment of past thoughts’. The author argues the need to go beyond Collingwood, first by demonstrating the authenticity of available evidence, and secondly, using Namier as an example, by considering methodology as well as epistemology, and the need to relate past thoughts to their present context. The ‘law of the consumption of time’ encourages historians to focus on landmark events, theories and generalisations, thus breaking from (...)
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  34.  3
    R. Lister (2001). Towards a Citizens' Welfare State: The 3 + 2 'R's of Welfare Reform. Theory, Culture and Society 18 (2-3):91-111.
    Notions of recognition and difference do not inform the mainstream debate about welfare reform, which is, instead, dominated by a dichotomous discourse of active modernization vs passive ‘welfare dependency’. The article challenges this dichotomy within the context of New Labour’s welfare reform agenda in the UK. It argues, first, that welfare reform should treat improvements in social security benefits not as promoting ‘passive’ welfare but as complementary to labour market activation policies. Second, it redefines active welfare to incorporate notions of (...)
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  35.  3
    John R. Searle’S. Major Works (2010). List of Abbreviations of John R. Searle's Major Works. In Jan G. Michel, Dirk Franken & Attila Karakus (eds.), John R. Searle: Thinking About the Real World. Ontos 13--15.
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  36. R. S. Peters (1970). Reason and Passion1: R. S. Peters. Royal Institute of Philosophy Supplement 4:132-153.
    I Once gave a series of talks to a group of psychoanalysts who had trained together and was rather struck by the statement made by one of them that, psychologically speaking, ‘reason’ means saying ‘No’ to oneself. Plato, of course, introduced the concept of ‘reason’ in a similar way in The Republic with the case of the thirsty man who is checked in the satisfaction of his thirst by reflection on the outcome of drinking. But Plato was also so impressed (...)
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  37.  44
    Gary Hatfield (1995). In the Eye's Mind: Vision and the Helmholtz-Hering Controversy by R. Steven Turner. [REVIEW] Isis: A Journal of the History of Science 86:664-665.
    Review of: R. Steven Turner, In the Eye's Mind: Vision and the Helmholtz-Hering Controversy. xiv + 338 pp., frontis., illus., figs., tables, bibl., index. Princeton, N.J.: Princeton University Press, 1994.
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  38.  99
    Peter Beilbarz (1995). Reviews : C.L.R. James, World Revolution 1917-1936: The Rise and Fall of the Communist International (Humanities Press, 1993); Michel Beaud, Socialism in the Crucible of History (Humanities Press, 1993); Cornelius Castoriadis, Political and Social Writings, Volume 3, 1961- 1979 (University of Minnesota Press, 1993); Moishe Postone, Time, Labor, and Social Domination—A Reinterpretation of Marx's Critical Tbeory (Cambridge University Press, 1993). [REVIEW] Thesis Eleven 40 (1):133-138.
    Reviews : C.L.R. James, World Revolution 1917-1936: The Rise and Fall of the Communist International ; Michel Beaud, Socialism in the Crucible of History ; Cornelius Castoriadis, Political and Social Writings, Volume 3, 1961- 1979 ; Moishe Postone, Time, Labor, and Social Domination—A Reinterpretation of Marx's Critical Tbeory.
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  39.  2
    S. R. J. (1914). Life and Letters in Roman Africa. By E. S. Bouchier, M.A. Small 8vo. I Vol. Pp. 128. Oxford: R. H. Blackwell, 1913. 3s. 6d. [REVIEW] The Classical Review 28 (01):26-27.
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  40.  1
    S. R. J. (1918). The Equestrian Officials of Trajan and Hadrian. Their Careers, with Some Notes on Hadrian's Reforms. By R. H. Lacey. Princeton, 1917. [REVIEW] The Classical Review 32 (7-8):197-.
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  41.  1
    S. R. J. (1895). Cagnat's Roman Antiquities Lexique des Antiquités Romaines, Rédigé Sous la Direction de R. Cagnat, Par G. Goyau, Avec la Collaboration de Plusieurs Élèves de l'École Normale Supérieure. Paris: Thorin. 1895. 7 Fr. [REVIEW] The Classical Review 9 (04):229-.
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  42. M. Guy Thompson (2003). The Primacy of Experience in R.D. Laing's Approach to Psychoanalysis. In Roger Frie (ed.), Understanding Experience: Psychotherapy and Postmodernism. Routledge
    This paper explores R. D. Laing's application of existential and phenomenological tradtions, specifically Hegel and Heidegger, to his groundbreaking work with psychotic process as well as psychotherapeutic practice more generally.
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  43.  84
    Mark A. Tabone (2013). Beyond Triton : Samuel R. Delany's Critical Utopianism and the Colliding Worlds in "We, in Some Strange Power's Employ, Move on a Rigorous Line". [REVIEW] Utopian Studies 24 (2):184-215.
    It would be difficult to overstate the impact of the work of Samuel R. Delany on the often-overlapping fields of science fiction (sf) studies and utopian studies. In his well-known 1982 essay, “Progress Versus Utopia, or, Can We Imagine the Future?” Fredric Jameson argues that Delany, along with Ursula Le Guin, Marge Piercy, and Joanna Russ, is among a socially engaged group of visionary authors who revivified the utopian imagination in sf during the 1960s and 1970s, and he cites Delany’s (...)
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  44.  18
    Stefaan E. Cuypers (2012). R.S. Peters' 'The Justification of Education' Revisited. Ethics and Education 7 (1):3 - 17.
    In his 1973 paper ?The Justification of Education? R.S. Peters aspired to give a non-instrumental justification of education. Ever since, his so-called ?transcendental argument? has been under attack and most critics conclude that it does not work. They have, however, thrown the baby away with the bathwater, when they furthermore concluded that Peters? justificatory project itself is futile. This article takes another look at Peters? justificatory project. As against a Kantian interpretation, it proposes an axiological-perfectionist interpretation to bring out the (...)
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  45. Stefaan E. Cuypers & Christopher Martin (eds.) (2011). Reading R. S. Peters Today: Analysis, Ethics, and the Aims of Education. Wiley-Blackwell.
    Machine generated contents note: Preface (Paul Standish).Introduction: Reading R. S. Peters on Education Today (Stefaan E. Cuypers and Christopher Martin).Part I: The Conceptual Analysis of Education and Teaching.1. Was Peters Nearly Right About Education? (Robin Barrow).2. Learning Our Concepts (Megan Laverty).3. On Education and Initiation (Michael Luntley).4. Ritual, Imitation and Education in R. S. Peters (Bryan Warnick).5. Transformation and Education: the Voice of the Learner in Peters' Concept of Teaching (Andrea English).Part II: The Justification of Educational Aims and the Curriculum.6. (...)
     
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  46.  12
    Christopher Martin (2009). R.S. Peters and Jürgen Habermas: Presuppositions of Practical Reason and Educational Justice. Educational Theory 59 (1):1-15.
    The contribution of philosophical ethics to the development of a just conception of education becomes increasingly complex under modern conditions of democratic pluralism. This is because the justification of moral policies for education faces the skeptical challenge of showing how the substantive moral principles upon which a policy rests do not arbitrarily privilege one culturally situated conception of justice over others. In this essay, Christopher Martin argues that this challenge highlights how any legitimate moral point of view on education requires (...)
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  47.  58
    Graham Haydon (2009). Reason and Virtues: The Paradox of R. S. Peters on Moral Education. Journal of Philosophy of Education 43 (1):173-188.
    This article examines the work of R. S. Peters on moral development and moral education, as represented in his papers collected under that name, pointing out that these writings have been relatively neglected. It approaches these writings through the lens of the ‘familiar story’ that philosophical work on this topic switched during, roughly, the 1980s from an emphasis on rational principles to an emphasis on virtues and care. Starting from what Peters called ‘the paradox of moral education’—roughly, that a rational (...)
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  48.  40
    Krassimir Stojanov (2009). Overcoming Social Pathologies in Education: On the Concept of Respect in R. S. Peters and Axel Honneth. Journal of Philosophy of Education 43 (s1):161-172.
    The concept of respect plays a central role in several recent attempts to re-actualise the programme of a critical social theory. In Axel Honneth's most prominent version of that concept, respect is closely tied to the sphere of law, and it is limited to the recognition of a Kantian-type moral autonomy of the individual. So interpreted, the concept of respect can only have a very limited application in the field of education, where concern for the particular desires, intentions and beliefs (...)
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  49.  11
    Junichi Kasuga (2011). A Departure Between Two Extremes: R. G. Collingwood's Religion and Philosophy Reconsidered. Idealistic Studies 41 (1-2):31-43.
    This paper aims to analyze R. G. Collingwood’s maiden work in philosophy, Religion and Philosophy, in the light of the realism/idealism dispute in early twentieth-century British philosophy. Due to scholars’ narrow scopes of interests, this book has suffered divided and unsettled understandings in literature that find only either realist or idealist character in it. By contrast, I comprehensively examine various aspects of the work on which both readings rest in turn—his conception of history and metaphysics. Consequently, I find out that (...)
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  50.  1
    Keith Vernon (2006). Microbes at Work. Micro-Organisms, the D.S.I.R. And Industry in Britain, 1900–1936. Annals of Science 51 (6):593-613.
    The study of micro-organisms in Britain in the early twentieth century was dominated by medical concerns, with little support for non-medical research. This paper examines the way in which microbes came to have a place in industrial contexts in the 1920s and early 1930s. Their industrial capacity was only properly recognized during World War I, with the development of fermentation processes to make required organic chemicals. Post-war research sponsored by chemical and food industries and the D.S.I.R. established the industrial significance (...)
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