Search results for 'Situation' (try it on Scholar)

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  1. Tom Burke (2000). What is a Situation? History and Philosophy of Logic 21 (2):95-113.score: 24.0
    This paper examines the role of ?situations? in John Dewey's philosophy of logic. To do this properly it is necessary to contrast Dewey's conception of experience and mentality with views characteristic of modern epistemology. The primary difference is that, rather than treat experience as peripheral and or external to mental functions (reason, etc.), we should treat experience as a field in and as a part of which thinking takes place. Experience in this broad sense subsumes theory and fact, hypothesis and (...)
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  2. Robert C. Koons (1998). Teleology as Higher-Order Causation: A Situation-Theoretic Account. Minds and Machines 8 (4):559-585.score: 24.0
    Situation theory, as developed by Barwise and his collaborators, is used to demonstrate the possibility of defining teleology (and related notions, like that of proper or biological function) in terms of higher order causation, along the lines suggested by Taylor and Wright. This definition avoids the excessive narrowness that results from trying to define teleology in terms of evolutionary history or the effects of natural selection. By legitimating the concept of teleology, this definition also provides promising new avenues for (...)
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  3. Gerhard Lakemeyer (2010). The Situation Calculus: A Case for Modal Logic. [REVIEW] Journal of Logic, Language and Information 19 (4):431-450.score: 24.0
    The situation calculus is one of the most established formalisms for reasoning about action and change. In this paper we will review the basics of Reiter’s version of the situation calculus, show how knowledge and time have been addressed in this framework, and point to some of the weaknesses of the situation calculus with respect to time. We then present a modal version of the situation calculus where these problems can be overcome with relative ease and (...)
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  4. Florian Schwarz (2012). Situation Pronouns in Determiner Phrases. Natural Language Semantics 20 (4):431-475.score: 24.0
    It is commonly argued that natural language has the expressive power of quantifying over intensional entities, such as times, worlds, or situations. A standard way of modelling this assumes that there are unpronounced but syntactically represented variables of the corresponding type. Not all that much as has been said, however, about the exact syntactic location of these variables. Meanwhile, recent work has highlighted a number of problems that arise because the interpretive options for situation pronouns seem to be subject (...)
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  5. Catherine Guillaumin (2012). La situation professionnelle : moment critique dans l'action, Interface de la formation en alternance le cas particulier de la formation en soins infirmiers. Phronesis 1 (1):21-39.score: 24.0
    The professional situation is considered a major interface of practicum training, here conceived as a School of conjunction, a school where one learns to make links, a foundation for the engineering of professionalization. The notion of situation is here developed based on the study of a data corpus elaborated during an experience with a practicum training model centred on writing and the construction of the professional situation by a subject-actor-author of the situation, in interaction with others, (...)
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  6. Jean-François Marcel (2012). La Situation Professionnelle: De la Notion Vers les Prémices d'Un Concept. Phronesis 1 (1):40-58.score: 24.0
    Based on the presentation of a research framework (the shared work of teachers), this text uses an empirical approach to examine the hypothesis of a co-elaboration of the professional situation. To do so, the empirical investigation, based on the Goffman framework, analyzes the process of reconstructing a teaching session (reference situation) over the course of a pedagogical counselling session (support situation) characterized by interaction between a beginning teacher and a trainer. The invalidation of the hypothesis leads to (...)
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  7. Jean-Luc Patry (2011). Methodological Consequences of Situation Specificity: Biases in Assessments. Frontiers in Psychology 2.score: 24.0
    Social research is plagued by many biases. Most of them are due to situation specificity of social behavior and can be explained using a theory of situation specificity. The historical background of situation specificity in personality social psychology research is briefly sketched, then a theory of situation specificity is presented in detail, with as centerpiece the relationship between the behavior and its outcome which can be described as either “the more, the better” or “not too much (...)
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  8. Osamu Sawada (2014). An Utterance Situation-Based Comparison. Linguistics and Philosophy 37 (3):205-248.score: 24.0
    The Japanese comparative adverb motto has two different uses. In the degree use, motto (typically) compares two individuals and denotes that there is a large gap between the target and a given standard with a norm-related presupposition. On the other hand, in the so-called ‘negative use’ it conveys the speaker’s attitude (often negative) toward the utterance situation. I argue that similarly to the degree motto, the negative motto is a comparative morpheme, but unlike the degree motto it compares a (...)
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  9. Driss Alaoui (2012). L'accompagnement socioprofessionnel : la complexité d'une situation professionnelle entre la complémentarité et/ou le télescopage des points de vue des acteurs. Phronesis 1 (1):5-20.score: 24.0
    This text examines the socio-professional guidance of Comorian migrants residing on La Réunion Island. It mainly questions the process whereby guidance is constructed as a professional situation. To apprehend the complexity of the process, we have drawn on an ethnographical procedure (Woods, 1990) based on a dual source of data—that of the guide and that of the guided—as well as a micro-sociological approach (Thomas, 1923 ; Goffman, 1993 ; Lapassade, 1997) allowing us to link the concepts of situation (...)
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  10. Catherine Guillaumin (2012). La Situation Professionnelle : Moment Critique Dans l'Action, Interface de la Formation En Alternance le Cas Particulier de la Formation En Soins infirmiersThe Professional Situation: Critical Moment in Action, Interface of Practicum Training The Specific Case of Nurse Training. Phronesis 1 (1):21-39.score: 24.0
    The professional situation is considered a major interface of practicum training, here conceived as a School of conjunction, a school where one learns to make links, a foundation for the engineering of professionalization. The notion of situation is here developed based on the study of a data corpus elaborated during an experience with a practicum training model centred on writing and the construction of the professional situation by a subject-actor-author of the situation, in interaction with others, (...)
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  11. Paul Olry (2012). La situation professionnelle : entre invariance et perspective? Phronesis 1 (1):68-84.score: 24.0
    This contribution is an invitation to consider the professional situation in a way that goes beyond a social meaning or a subjective approach. Understood as an intermediate object, the professional situation is studied as a result of tension between invariance and perspective. The data centre on the activity of counselors whose role is to guide farmers confronted with agro-environmental standards. This text brings into question on one hand the attributions qualifying the situation as «professional» and that attest (...)
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  12. Laetitia Sauvage Luntadi & Frédéric Tupin (2012). La compétence de contextualisation au coeur de la situation d'enseignement-apprentissage. Phronesis 1 (1):102-117.score: 24.0
    The notion of «professional situation,» as we propose to examine it, entails questioning simultaneously the place of contexts and the role of actors in teaching-learning situations. We propose to examine the contextualization of the teaching process in light of the groups welcomed and the conditions in which the teacher’s profession is practiced. Defining contextualization as «an art of doing» in line with a professional competency thus means postulating the legitimacy of the «context(s)» as an explanatory medium or media. The (...)
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  13. Jean-François Marcel (2012). La situation professionnelle : de la notion vers les prémices d'un conceptThe Professional Situation: From a Notion to the Beginnings of a concept. Phronesis 1 (1):40.score: 24.0
    Based on the presentation of a research framework (the shared work of teachers), this text uses an empirical approach to examine the hypothesis of a co-elaboration of the professional situation. To do so, the empirical investigation, based on the Goffman framework, analyzes the process of reconstructing a teaching session (reference situation) over the course of a pedagogical counselling session (support situation) characterized by interaction between a beginning teacher and a trainer. The invalidation of the hypothesis leads to (...)
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  14. Paul Olry (2012). La situation professionnelle : entre invariance et perspective?The Professional Situation: Between Invariance and Perspective? Phronesis 1 (1):68-84.score: 24.0
    This contribution is an invitation to consider the professional situation in a way that goes beyond a social meaning or a subjective approach. Understood as an intermediate object, the professional situation is studied as a result of tension between invariance and perspective. The data centre on the activity of counselors whose role is to guide farmers confronted with agro-environmental standards. This text brings into question on one hand the attributions qualifying the situation as «professional» and that attest (...)
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  15. Laetitia Sauvage Luntadi & Frédéric Tupin (2012). La compétence de contextualisation au coeur de la situation d'enseignement-apprentissageThe Competency of Contextualization At the Heart of the Teaching-Learning Situation. Phronesis 1 (1):102-117.score: 24.0
    The notion of «professional situation,» as we propose to examine it, entails questioning simultaneously the place of contexts and the role of actors in teaching-learning situations. We propose to examine the contextualization of the teaching process in light of the groups welcomed and the conditions in which the teacher’s profession is practiced. Defining contextualization as «an art of doing» in line with a professional competency thus means postulating the legitimacy of the «context(s)» as an explanatory medium or media. The (...)
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  16. Manfred Schmitt, Mario Gollwitzer, Anna Baumert, Gabriela Sophia Blum, Tobias Gschwendner, Wilhelm Hofmann & Tobias Rothmund (2013). Proposal of a Nonlinear Interaction of Person and Situation (NIPS) Model. Frontiers in Psychology 4.score: 24.0
    Marshall and Brown (2006) proposed a Traits as Situational Sensitivities (TASS) Model, which implies a systematic person  situation interaction. We review this model and show that it suffers from several limitations. We extend and modify the model in order to obtain a symmetric pattern of levels and effects for both person and situation factors. Our suggestions result in a general Nonlinear Interaction of Person and Situation (NIPS) Model. The NIPS model bears striking similarities to the Rasch (...)
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  17. Joseph F. Fletcher (1966/1997). Situation Ethics: The New Morality. Westminster John Knox Press.score: 21.0
    This is a new edition of Joseph Fletcher's 1966 work that ignited a firestorm of controversy at the time of its publication.
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  18. Frank Vlach (1983). On Situation Semantics for Perception. Synthese 54 (January):129-152.score: 21.0
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  19. Jean-François Marcel, Frédéric Tupin & Philippe Maubant (2012). La Situation Professionnelle : Contributions des Sciences de l'Éducation à l'Élaboration d'Un Objet Scientifique. Phronesis 1 (1):1-4.score: 21.0
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  20. Shuguang Zhang (2007). Historicity and the Modern Situation of Human Existence: A Reinterpretation of the Views of Karl Marx. [REVIEW] Frontiers of Philosophy in China 2 (1):70-83.score: 21.0
    This article argues that the problem of modernity concerns the circumstances of existence and human destiny in modern times. To understand the nature of this problem and find the corresponding solution, we need to reinterpret the thought of Karl Marx regarding the contradictions of human existence and its historical dimensions. Following Marx’s line of thinking, this article reviews his critical sequence, creative transformation, and development of duality of thought on man and the world in Western history, focusing on the following (...)
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  21. Kerrin A. Jacobs (2013). The Depressive Situation. Frontiers in Psychology 4.score: 21.0
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  22. R. M. Gottsdanker (1939). An Experimental Study of Fixation of Response by College Students in a Multiple-Choice Situation. Journal of Experimental Psychology 25 (5):431.score: 21.0
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  23. Francis W. Irwin & W. A. S. Smith (1956). Further Tests of Theories of Decision in an "Expanded Judgment" Situation. Journal of Experimental Psychology 52 (6):345.score: 21.0
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  24. Lawrence S. Meyers, Erik Driessen & Joseph Halpern (1972). Transfer Following Regular and Irregular Sequences of Events in a Guessing Situation. Journal of Experimental Psychology 92 (2):182.score: 21.0
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  25. Norman H. Anderson (1960). Effect of First-Order Conditional Probability in a Two-Choice Learning Situation. Journal of Experimental Psychology 59 (2):73.score: 21.0
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  26. Norman H. Anderson & Richard E. Whalen (1960). Likelihood Judgments and Sequential Effects in a Two-Choice Probability Learning Situation. Journal of Experimental Psychology 60 (2):111.score: 21.0
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  27. Philip Brickman & Scott M. Pierce (1972). Estimates of Conditional Probabilities of Confirming Versus Disconfirming Events as a Function of Inference Situation and Prior Evidence. Journal of Experimental Psychology 95 (1):235.score: 21.0
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  28. Aaron J. Brownstein (1962). Predicting Instrumental Performance From the Independent Rates of Contingent Responses in a Choice Situation. Journal of Experimental Psychology 63 (1):29.score: 21.0
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  29. Marvin H. Detambel (1956). Probabilities of Success and Amounts of Work in a Multichoice Situation. Journal of Experimental Psychology 51 (1):41.score: 21.0
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  30. Marcia M. Hughes, Marjolijn Blom, Ronald P. Rohner & Preston A. Britner (2005). Bridging Parental Acceptance‐Rejection Theory and Attachment Theory in the Preschool Strange Situation. Ethos 33 (3):378-401.score: 21.0
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  31. William W. Lambert, Elisabeth C. Lambert & Peter D. Watson (1953). Acquisition and Extinction of an Instrumental Response Sequence in the Token-Reward Situation. Journal of Experimental Psychology 45 (5):321.score: 21.0
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  32. Donald J. Lewis (1952). Partial Reinforcement in a Gambling Situation. Journal of Experimental Psychology 43 (6):447.score: 21.0
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  33. Juliet Popper & Richard C. Atkinson (1958). Discrimination Learning in a Verbal Conditioning Situation. Journal of Experimental Psychology 56 (1):21.score: 21.0
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  34. Howard E. Rogers, Richard S. Keister & Donald T. Williams (1973). Effects of Switching Contingencies in a Two-Choice Situation. Journal of Experimental Psychology 97 (2):242.score: 21.0
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  35. Harvey A. Taub & Jerome L. Myers (1961). Differential Monetary Gains in a Two-Choice Situation. Journal of Experimental Psychology 61 (2):157.score: 21.0
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  36. William A. Wilson Jr & A. Robert Rollin (1959). Two-Choice Behavior of Rhesus Monkeys in a Noncontingent Situation. Journal of Experimental Psychology 58 (2):174.score: 21.0
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  37. John G. Borkowski & Gilbert R. Johns (1966). Analysis of Learning Rate and Sampling Probabilities in a Contingent Reinforcement Situation. Journal of Experimental Psychology 72 (1):158.score: 21.0
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  38. Harvey Gallagher Cox (1968). The Situation Ethics Debate. Philadelphia, Westminster Press.score: 21.0
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  39. Thomas E. Davitt (1970). The Ethics in the Situation. New York,Appleton-Century-Crofts.score: 21.0
     
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  40. Rose Ginsberg (1964). Stimulus Overlap in a Massed-Trial Situation. Journal of Experimental Psychology 67 (6):553.score: 21.0
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  41. Donald A. Goldstein & John M. Newton (1962). Transfer of Training as a Function of Task Difficulty in a Complex Control Situation. Journal of Experimental Psychology 63 (4):370.score: 21.0
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  42. Albert E. Goss & Edward J. Rabaioli (1952). Response Strength in a Modified Thorndikian Multiple-Choice Situation as a Function of Varying Proportions of Reinforcement. Journal of Experimental Psychology 43 (2):106.score: 21.0
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  43. William W. Grings, Anne M. Schell & Cheryl A. Carey (1973). Verbal Control of an Autonomic Response in a Cue Reversal Situation. Journal of Experimental Psychology 99 (2):215.score: 21.0
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  44. M. Hammerton (1963). Transfer of Training From a Simulated to a Real Control Situation. Journal of Experimental Psychology 66 (5):450-453.score: 21.0
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  45. Robert H. Hickson (1961). Response Probability in a Two-Choice Learning Situation with Varying Probability of Reinforcement. Journal of Experimental Psychology 62 (2):138.score: 21.0
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  46. Marcia D. Johns (1965). Transfer of a Pattern Versus Component Discrimination Following Training in a Probabilistic Situation. Journal of Experimental Psychology 70 (5):506.score: 21.0
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  47. Sonia Kruks (1990). Situation and Human Existence: Freedom, Subjectivity, and Society. Unwin Hyman.score: 21.0
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  48. David Laberge (1961). Generalization Gradients in a Discrimination Situation. Journal of Experimental Psychology 62 (1):88.score: 21.0
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  49. Nicola Mackintosh, Emma‐Jane Berridge & Della Freeth (2009). Supporting Structures for Team Situation Awareness and Decision Making: Insights From Four Delivery Suites. Journal of Evaluation in Clinical Practice 15 (1):46-54.score: 21.0
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  50. Jerome L. Myers, Raymond E. Reilly & Harvey A. Taub (1961). Differential Cost, Gain, and Relative Frequency of Reward in a Sequential Choice Situation. Journal of Experimental Psychology 62 (4):357.score: 21.0
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