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

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Bibliography: Skills in Philosophy of Action
  1. Prospective Memory Skill (1991). EXPERIMENT 2 Method Subjects. Twenty-Seven Undergraduates From Hamilton College Par-Ticipated in Experiment 2. Each Subject Was Paid $3 for an Initial Session and $9 for Keeping a Diary Concerning Appointments for a 3-Week Period. [REVIEW] Bulletin of the Psychonomic Society 29 (4-6):305.
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  2.  71
    Ellen Fridland (2014). They've Lost Control: Reflections on Skill. Synthese 191 (12):2729-2750.
    In this paper, I submit that it is the controlled part of skilled action, that is, that part of an action that accounts for the exact, nuanced ways in which a skilled performer modifies, adjusts and guides her performance for which an adequate, philosophical theory of skill must account. I will argue that neither Jason Stanley nor Hubert Dreyfus have an adequate account of control. Further, and perhaps surprisingly, I will argue that both Stanley and Dreyfus relinquish an account (...)
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  3. John Sutton (2013). Skill and Collaboration in the Evolution of Human Cognition. Biological Theory 8 (1):28-36.
    I start with a brief assessment of the implications of Sterelny’s anti-individualist, anti-internalist apprentice learning model for a more historical and interdisciplinary cognitive science. In a selective response I then focus on two core features of his constructive account: collaboration and skill. While affirming the centrality of joint action and decision making, I raise some concerns about the fragility of the conditions under which collaborative cognition brings benefits. I then assess Sterelny’s view of skill acquisition and performance, which (...)
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  4. Andrew Geeves, Doris J. F. McIlwain, John Sutton & Wayne Christensen (2013). To Think or Not To Think: The Apparent Paradox of Expert Skill in Music Performance. Educational Philosophy and Theory (6):1-18.
    Expert skill in music performance involves an apparent paradox. On stage, expert musicians are required accurately to retrieve information that has been encoded over hours of practice. Yet they must also remain open to the demands of the ever-changing situational contingencies with which they are faced during performance. To further explore this apparent paradox and the way in which it is negotiated by expert musicians, this article profiles theories presented by Roger Chaffin, Hubert Dreyfus and Tony and Helga Noice. (...)
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  5.  23
    Wayne Christensen, John Sutton & Doris J. F. McIlwain (2016). Cognition in Skilled Action: Meshed Control and the Varieties of Skill Experience. Mind and Language 31 (1):37-66.
    We present a synthetic theory of skilled action which proposes that cognitive processes make an important contribution to almost all skilled action, contrary to influential views that many skills are performed largely automatically. Cognitive control is focused on strategic aspects of performance, and plays a greater role as difficulty increases. We offer an analysis of various forms of skill experience and show that the theory provides a better explanation for the full set of these experiences than automatic theories. We (...)
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  6. Matt Stichter (2007). Ethical Expertise: The Skill Model of Virtue. Ethical Theory and Moral Practice 10 (2):183 - 194.
    Julia Annas is one of the few modern writers on virtue that has attempted to recover the ancient idea that virtues are similar to skills. In doing so, she is arguing for a particular account of virtue, one in which the intellectual structure of virtue is analogous to the intellectual structure of practical skills. The main benefit of this skill model of virtue is that it can ground a plausible account of the moral epistemology of virtue. This benefit, though, (...)
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  7.  5
    K. Michele Kacmar, Martha C. Andrews, Kenneth J. Harris & Bennett J. Tepper (2013). Ethical Leadership and Subordinate Outcomes: The Mediating Role of Organizational Politics and the Moderating Role of Political Skill. [REVIEW] Journal of Business Ethics 115 (1):33-44.
    This paper posits that ethical leadership increases important organizational and individual outcomes by reducing politics in the workplace. Specifically, we propose that perceptions of organizational politics serve as a mechanism through which ethical leadership affects outcomes. We further argue that the modeled relationships are moderated by political skill. By means of data from 136 matched pairs of supervisors and subordinates employed by a state agency in the southern US, we found support for our predictions. Specifically, we found that perceptions (...)
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  8. Mohan Matthen (2015). Play, Skill, and the Origins of Perceptual Art. British Journal of Aesthetics 55 (2):173-197.
    Art is universal across cultures. Yet, it is biologically expensive because of the energy expended and reduced vigilance. Why do humans make and contemplate it? This paper advances a thesis about the psychological origins of perceptual art. First, it delineates the aspects of art that need explaining: not just why it is attractive, but why fine execution and form—which have to do with how the attraction is achieved—matter over and above attractiveness. Second, it states certain constraints: we need to explain (...)
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  9. Jason D. Swartwood (2013). Wisdom as an Expert Skill. Ethical Theory and Moral Practice 16 (3):511-528.
    Practical wisdom is the intellectual virtue that enables a person to make reliably good decisions about how, all-things-considered, to live. As such, it is a lofty and important ideal to strive for. It is precisely this loftiness and importance that gives rise to important questions about wisdom: Can real people develop it? If so, how? What is the nature of wisdom as it manifests itself in real people? I argue that we can make headway answering these questions by modeling wisdom (...)
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  10.  60
    Dario D. Salvucci (2013). Integration and Reuse in Cognitive Skill Acquisition. Cognitive Science 37 (5):829-860.
    Previous accounts of cognitive skill acquisition have demonstrated how procedural knowledge can be obtained and transformed over time into skilled task performance. This article focuses on a complementary aspect of skill acquisition, namely the integration and reuse of previously known component skills. The article posits that, in addition to mechanisms that proceduralize knowledge into more efficient forms, skill acquisition requires tight integration of newly acquired knowledge and previously learned knowledge. Skill acquisition also benefits from reuse of (...)
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  11.  35
    John Hacker-Wright (2015). Skill, Practical Wisdom, and Ethical Naturalism. Ethical Theory and Moral Practice 18 (5):983-993.
    IntroductionRecent work in virtue theory has breathed new life into the analogy between virtue and skill.See, for example, Annas ; Bloomfield ; Stichter ; Swartwood . There is good reason to think that this analogy is worth pursuing since it may help us understand the distinctive nexus of reasoning, knowledge, and practical ability that is found in virtue by pointing to a similar nexus found outside moral contexts in skill. In some ways, there is more than an analogy (...)
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  12.  34
    Matthew Stichter (2007). The Skill of Virtue. Philosophy in the Contemporary World 14 (2):39-49.
    Despite the prominence of the concept of virtue in contemporary ethical theory, accounts of virtue have often left readers with the impression that the virtuous person is an unattainable ideal or is just psychologically implausible. This article argues that reviving the ancient Greek idea that virtues are like practical skills can help provide a more plausible account of virtue and the virtuous person. The moral knowledge of the virtuous person is analogous to the practical knowledge of the expert in a (...)
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  13.  16
    Oskar Lindwall & Anna Ekström (2012). Instruction-in-Interaction: The Teaching and Learning of a Manual Skill. [REVIEW] Human Studies 35 (1):27-49.
    This study takes an interest in instructions and instructed actions in the context of manual skills. The analysis focuses on a video recorded episode where a teacher demonstrates how to crochet chain stitches, requests a group of students to reproduce her actions, and then repeatedly corrects the attempts of one of the students. The initial request, and the students’ responses to it, could be seen as preliminary to the series of corrective sequences that come next: the request and the following (...)
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  14.  19
    Ellen Fridland (2015). Skill, Nonpropositional Thought, and the Cognitive Penetrability of Perception. Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 46 (1):105-120.
    In the current literature, discussions of cognitive penetrability focus largely either on interpreting empirical evidence in ways that is relevant to the question of modularity :343–391, 1999; Wu Philos Stud 165:647–669, 2012; Macpherson Philos Phenomenol Res, 84:24–62, 2012) or in offering epistemological considerations regarding which properties are represented in perception :519–540, 2009, Noûs 46:201–222, 2011; Prinz Perceptual experience, Oxford University Press, Oxford, pp 434–460, 2006). In contrast to these debates, in this paper, I explore conceptual issues regarding how we ought (...)
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  15.  15
    Tom Angier (2015). Happiness: Overcoming the Skill Model. International Philosophical Quarterly 55 (1):5-23.
    I argue that the theory of happiness now dominant among philosophers embraces a flawed, technicizing model that represents happiness as a set of mental states produced by actions and events. This view contrasts with Aristotle’s conception, according to which happiness is not produced by (but is tantamount to) long-term activity and incorporates (but is not reducible to) a set of mental states. I then go on to criticize the skill model of happiness on three main grounds. First, unlike the (...)
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  16.  7
    Harvey Siegel (1993). Not by Skill Alone: The Centrality of Character to Critical Thinking. Informal Logic 15 (3).
    Connie Missimer (1990) challenges what she calls the Character View, according to which critical thinking involves both skill and character, and argues for a rival conception-the Skill View-according to which critical thinking is a matter of skill alone. In this paper I criticize the Skill View and defend the Character View from Missimer's critical arguments.
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  17.  7
    Felix Rauner & Klaus Ruth (1989). Industrial Cultural Determinants of Technological Developments: Skill Transfer or Power Transfer? [REVIEW] AI and Society 3 (2):88-102.
    This paper discusses the social effects resulting from the transfer of knowledge and skill both in the spheres of production and machine design. Relevant design determinants and their impact on technological developments are discussed within the theoretical framework of industrial cultures. Two types of skill transfer are analysed in connection with different production philosophies — one more Tayloristic, the other more workshop-oriented. Finally, the paper discusses the relation of both philosophies to the requirements of future production concepts.
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  18.  8
    Takuma Kimura (2013). The Moderating Effects of Political Skill and Leader–Member Exchange on the Relationship Between Organizational Politics and Affective Commitment. Journal of Business Ethics 116 (3):587-599.
    Previous empirical studies have shown that perceptions of organizational politics are negatively related to individuals’ affective commitment. The key contribution of this study was that it found the interactive moderating effects of political skill and quality of leader–member exchange (LMX) on the relationship between perceptions of organizational politics and affective commitment. Our results indicated that politics perception affective commitment relationship was weaker when both political skill and quality of LMX are high. When only political skill is high (...)
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  19.  6
    Elizabeth Ooi & Paul Lajbcygier (2013). Virtue Remains After Removing Sin: Finding Skill Amongst Socially Responsible Investment Managers. [REVIEW] Journal of Business Ethics 113 (2):199-224.
    We examine the investment skill of socially responsible investment (SRI) fund managers. Prior studies use the ‘alpha’ from standard asset pricing models as a proxy for management skill. However, implicit in the use of such models is that managers operate under no investment constraints. In the SRI context, this is patently false and can lead to biased alpha estimates and false conclusions about the existence of skill. We introduce a novel three-factor Fama–French asset-pricing model with the aim (...)
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  20. Carlotta Pavese (forthcoming). Skill in Epistemology I: Skill and Knowledge. Philosophy Compass.
    Knowledge and skill are intimately connected. In this essay, I discuss the question of their relationship and of which (if any) is prior to which in the order of explanation. I review some of the answers that have been given thus far in the literature, with a particular focus on the many foundational issues in epistemology that intersect with the philosophy of skill.
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  21.  86
    John Sutton (2007). Batting, Habit, and Memory: The Embodied Mind and the Nature of Skill. Sport in Society 10 (5):763-786.
    in Jeremy McKenna (ed), At the Boundaries of Cricket, to be published in 2007 as a special issue of the journal Sport in Society and as a book in the series Sport in the Global Society (Taylor and Francis).
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  22.  52
    Carlotta Pavese (forthcoming). Skill in Epistemology II: Skill and Know How. Philosophy Compass.
    The prequel to this paper has discussed the relation between knowledge and skill and introduced the topic of the relationship between skill and know how. This sequel continues the discussion. First, I survey the recent debate on intellectualism about knowing how (§1-3). Then, I tackle the question as to whether intellectualism (and anti-intellectualism) about skill and intellectualism (and anti-intellectualism) about know how fall or stand together (§4-5).
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  23. Rick Grush (2007). Skill Theory V2.0: Dispositions, Emulation, and Spatial Perception. Synthese 159 (3):389 - 416.
    An attempt is made to defend a general approach to the spatial content of perception, an approach according to which perception is imbued with spatial content in virtue of certain kinds of connections between perceiving organism's sensory input and its behavioral output. The most important aspect of the defense involves clearly distinguishing two kinds of perceptuo-behavioral skills—the formation of dispositions, and a capacity for emulation. The former, the formation of dispositions, is argued to by the central pivot of spatial content. (...)
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  24.  54
    Gary F. Marcus (2012). Musicality: Instinct or Acquired Skill? Topics in Cognitive Science 4 (4):498-512.
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  25.  7
    Niels Taatgen (2005). Modeling Parallelization and Flexibility Improvements in Skill Acquisition: From Dual Tasks to Complex Dynamic Skills. Cognitive Science 29 (3):421-455.
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  26.  30
    Ellen Fridland (2013). Imitation, Skill Learning, and Conceptual Thought: An Embodied, Developmental Approach. In Liz Swan (ed.), Origins of Mind. 203--224.
  27.  56
    Daniel B. Willingham, Joanna Salidis & John D. E. Gabrieli (2002). Direct Comparison of Neural Systems Mediating Conscious and Unconscious Skill Learning. Journal of Neurophysiology 88 (3):1451-1460.
  28.  24
    Edwin M. Robertson, Alvaro Pascual-Leone & Daniel Z. Press (2004). Awareness Modifies the Skill-Learning Benefits of Sleep. Current Biology 14 (3):208-212.
  29.  39
    John Sutton & Evelyn Tribble (2014). The Creation of Space: Narrative Strategies, Group Agency, and Skill in Lloyd Jones’s The Book of Fame. In Chris Danta & Helen Groth (eds.), Mindful Aesthetics. Bloomsbury/ Continuum 141-160.
    Lloyd Jones’s *The Book of Fame*, a novel about the stunningly successful 1905 British tour of the New Zealand rugby team, represents both skilled group action and the difficulty of capturing it in words. The novel’s form is as fluid and deceptive, as adaptable and integrated, as the sweetly shaped play of the team that became known during this tour for the first time as the All Blacks. It treats sport on its own terms as a rich world, a set (...)
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  30.  37
    Ellen Fridland (2014). Skill Learning and Conceptual Thought: Making Our Way Through the Wilderness. In Bana Bashour Hans Muller (ed.), Contemporary Philosophical Naturalism and Its Implications. Routledge
  31.  3
    Mark Thomas Young (2016). Technology and Technique: The Role of Skill in the Practice of Scientific Observation. Perspectives on Science 24 (4):396-415.
    Despite the vast amount of work produced by philosophers, historians and sociologists on the nature of scientific activity, “observation itself is rarely the focus of attention and almost never the subject of historical inquiry in its own right”. This general lack of interest in the nature of scientific observation was perhaps most clearly reflected in the Vienna Circle’s attempt to establish an analysis of science beginning at the level of protocol sentences. To do so, of course, they had to disregard (...)
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  32.  8
    Alfred H. Fuchs (1962). The Progression-Regression Hypotheses in Perceptual-Motor Skill Learning. Journal of Experimental Psychology 63 (2):177.
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  33.  10
    Edward A. Bilodeau & Ina McD Bilodeau (1958). Variable Frequency of Knowledge of Results and the Learning of a Simple Skill. Journal of Experimental Psychology 55 (4):379.
  34.  5
    Robert B. Ammons (1947). Acquisition of Motor Skill: II. Rotary Pursuit Performance with Continuous Practice Before and After a Single Rest. Journal of Experimental Psychology 37 (5):393.
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  35.  4
    R. B. Ammons & Leslie Willig (1956). Acquisition of Motor Skill: IV. Effects of Repeated Periods of Massed Practice. Journal of Experimental Psychology 51 (2):118.
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  36.  7
    Katherine E. Baker, Ruth C. Wylie & Robert M. Gagné (1951). The Effects of an Interfering Task on the Learning of a Complex Motor Skill. Journal of Experimental Psychology 41 (1):1.
  37.  3
    Lawrence Karlin & Rudolf G. Mortimer (1962). Effects of Visual and Verbal Cues on Learning a Motor Skill. Journal of Experimental Psychology 64 (6):608.
  38.  7
    Jerome S. Bruner, George A. Miller & Claire Zimmerman (1955). Discriminative Skill and Discriminative Matching in Perceptual Recognition. Journal of Experimental Psychology 49 (3):187.
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  39.  2
    Alton C. Williams & George E. Briggs (1962). On-Target Versus Off-Target Information and the Acquisition of Tracking Skill. Journal of Experimental Psychology 64 (5):519.
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  40.  5
    L. H. Shaffer & Jane Hardwick (1970). The Basis of Transcription Skill. Journal of Experimental Psychology 84 (3):424.
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  41.  6
    Norman B. Gordon (1968). Guidance Versus Augmented Feedback and Motor Skill. Journal of Experimental Psychology 77 (1):24.
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  42.  6
    Eva Neumann & R. B. Ammons (1957). Acquisition and Long-Term Retention of a Simple Serial Perceptual-Motor Skill. Journal of Experimental Psychology 53 (3):159.
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  43.  2
    Clyde E. Noble (1970). Acquisition of Pursuit Tracking Skill Under Extended Training as a Joint Function of Sex and Initial Ability. Journal of Experimental Psychology 86 (3):360.
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  44.  4
    R. Conrad (1954). Missed Signals in a Sensorimotor Skill. Journal of Experimental Psychology 48 (1):1.
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  45.  5
    Kenneth A. Blick & Edward A. Bilodeau (1963). Interpolated Activity and the Learning of a Simple Skill. Journal of Experimental Psychology 65 (5):515.
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  46.  5
    George E. Briggs & W. J. Brogden (1954). The Effect of Component Practice on Performance of a Lever-Positioning Skill. Journal of Experimental Psychology 48 (5):375.
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  47.  5
    J. H. Bowen, T. G. Andrews & Sherman Ross (1957). Effects of Counting and Ordering Habits on the Acquisition of a Simple Motor Skill. Journal of Experimental Psychology 54 (2):121.
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  48.  5
    Edwin A. Fleishman & James F. Parker Jr (1962). Factors in the Retention and Relearning of Perceptual-Motor Skill. Journal of Experimental Psychology 64 (3):215.
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  49.  6
    James A. Dyal (1966). Effects of Delay of Knowledge of Results and Subject Response Bias on Extinction of a Simple Motor Skill. Journal of Experimental Psychology 71 (4):559.
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  50.  4
    Mymon Goldstein & Carl H. Rittenhouse (1954). Knowledge of Results in the Acquisition and Transfer of a Gunnery Skill. Journal of Experimental Psychology 48 (3):187.
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