Results for 'K. Koedinger'

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  1. The role of abstract planning in geometry expertise.K. R. Koedinger & J. R. Anderson - 1990 - Cognitive Science 14:511-550.
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  2. Toward a theoretical account of strategy use and sense-making in mathematics problem solving.H. J. M. Tabachneck, K. R. Koedinger & M. J. Nathan - 1994 - In Ashwin Ram & Kurt Eiselt (eds.), Proceedings of the Sixteenth Annual Conference of the Cognitive Science Society: August 13 to 16, 1994, Georgia Institute of Technology. Erlbaum.
    Much problem solving and learning research in math and science has focused on formal representations. Recently researchers have documented the use of unschooled strategies for solving daily problems -- informal strategies which can be as effective, and sometimes as sophisticated, as school-taught formalisms. Our research focuses on how formal and informal strategies interact in the process of doing and learning mathematics. We found that combining informal and formal strategies is more effective than single strategies. We provide a theoretical account of (...)
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  3. Development of conceptual understanding and problem solving expertise in chemistry.Jodi L. Davenport, David Yaron, D. Klahr & K. Koedinger - 2008 - In B. C. Love, K. McRae & V. M. Sloutsky (eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society. Cognitive Science Society.
     
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  4. Regular articles Perceiving temporal regularity in music* 1 Edward W. Large, Caroline Palmer Memory for goals: an activation-based model* 39 Erik M. Altmann, J. Gregory Trafton. [REVIEW]John R. Anderson, Deb K. Roy, Alex P. Pentland, Vincent Awmm Aleven, Kenneth R. Koedinger, Yafen Lo, Ashley Sides, Joseph Rozelle, Daniel Osherson & Bruno Laeng - 2002 - Cognitive Science 26 (837):839.
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  5. Koedinger, KR, 249.M. Korpi, M. W. Alibali, T. Berg, J. M. Bering, S. T. Boysen, S. K. Brem, R. W. Byrne, J. Call, F. J. Costello & S. M. Doane - 2000 - Cognitive Science 24 (4):685.
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  6.  21
    Mental rotation within linguistic and non-linguistic domains in users of American sign language.K. Emmorey - 1998 - Cognition 68 (3):221-246.
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  7. Peirce's Theory of Abduction.K. T. Fann - 1972 - Philosophy 47 (182):377-379.
     
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  8.  36
    The Pragmatic Turn: Toward Action-Oriented Views in Cognitive Science.Andreas K. Engel, Karl J. Friston & Danica Kragic (eds.) - 2016 - MIT Press.
    Cognitive science is experiencing a pragmatic turn away from the traditional representation-centered framework toward a view that focuses on understanding cognition as "enactive." This enactive view holds that cognition does not produce models of the world but rather subserves action as it is grounded in sensorimotor skills. In this volume, experts from cognitive science, neuroscience, psychology, robotics, and philosophy of mind assess the foundations and implications of a novel action-oriented view of cognition. Their contributions and supporting experimental evidence show that (...)
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  9. Who has scientific knowledge?K. Brad Wray - 2007 - Social Epistemology 21 (3):337 – 347.
    I examine whether or not it is apt to attribute knowledge to groups of scientists. I argue that though research teams can be aptly described as having knowledge, communities of scientists identified with research fields, and the scientific community as a whole are not capable of knowing. Scientists involved in research teams are dependent on each other, and are organized in a manner to advance a goal. Such teams also adopt views that may not be identical to the views of (...)
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  10. The pessimistic induction and the exponential growth of science reassessed.K. Brad Wray - 2013 - Synthese 190 (18):4321-4330.
    My aim is to evaluate a new realist strategy for addressing the pessimistic induction, Ludwig Fahrbach’s (Synthese 180:139–155, 2011) appeal to the exponential growth of science. Fahrbach aims to show that, given the exponential growth of science, the history of science supports realism. I argue that Fahrbach is mistaken. I aim to show that earlier generations of scientists could construct a similar argument, but one that aims to show that the theories that they accepted are likely true. The problem with (...)
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  11.  10
    The Kirkendall effect in the phase field crystal model.K. R. Elder, K. Thornton & J. J. Hoyt - 2011 - Philosophical Magazine 91 (1):151-164.
  12.  26
    The Critique of Capitalism in the Light of Qur’anic Verses.İhsan Eliaçık - 2015 - Studies in Christian Ethics 28 (4):391-401.
    This paper argues that the Qur’an must be understood as an anti-capitalist text. The Qur’an contains many verses that declare unequivocally the accumulation of wealth and monopoly ownership, either by the one person or one group, to be highly problematic ethically and socially. Qur’anic verses attend frequently to the issues of ownership and the accumulation of wealth. In the first years of the revelation and particularly before the Prophet’s migration to Mecca, the Qur’an discusses frequently the issue of ownership. Before (...)
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  13.  2
    Turhal Şehrinin Nüfus Özellikleri.Çakar Çeli̇k - 2015 - Journal of Turkish Studies 10 (Volume 10 Issue 2):143-143.
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  14.  29
    Dynamic crack nucleation, propagation, and interactions with crystalline secondary phases in aluminum alloys subjected to large deformations.K. I. Elkhodary & M. A. Zikry - 2012 - Philosophical Magazine 92 (32):3920-3949.
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  15.  15
    Attentional bias and evoked heart-rate response in specific phobia.K. Elsesser, I. Heuschen, I. Pundt & G. Sartory - 2006 - Cognition and Emotion 20 (8):1092-1107.
  16.  9
    Die Lehre des Aristoteles uber das Wirken Gottes.K. Elser - 1894 - Philosophical Review 3:382.
  17.  14
    Ahmet Meşhûrî From Sel'nik 150. Years Of His Dying.Halil Çelti̇k - 2007 - Journal of Turkish Studies 2:262-273.
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  18.  4
    Contributions Of Rumelian Poets To Classical Turkish Literature.Halil Çelti̇k - 2009 - Journal of Turkish Studies 4:804-824.
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  19.  11
    Problems Of Verse Form In Presentıng Crıtıcal Text Of Divans.Halil Çelti̇k - 2007 - Journal of Turkish Studies 2:189-199.
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  20.  8
    The Professor Of Texts Explanation Ömer Ferit Kam And His Asar-i Edebiye Tetkikati.Halil Çelti̇k - 2007 - Journal of Turkish Studies 2:173-188.
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  21.  14
    The Relationship Of Meter And Spelling In Texts Written By Old Letters According To The Ahmed-i Ridvan's Divan.Halil Çelti̇k - 2008 - Journal of Turkish Studies 3:159-172.
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  22.  3
    The Tragic Dilemma of Lover: Reunion and Leave.Halil Çelti̇k - 2010 - Journal of Turkish Studies 5:135-145.
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  23.  8
    Zati's "Hazer Et/Do not" Lyric.Halil Çelti̇k - 2012 - Journal of Turkish Studies 7:745-752.
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  24.  21
    Did Denys the Carthusian also read Henricus Bate?K. Emery - 1990 - Bulletin de Philosophie Medievale 32:196-206.
  25.  14
    Two New Heuristic Instruments and the Ideal Order of Research in Medieval Philosophy.K. Emery - 2010 - Bulletin de Philosophie Medievale 52:235-250.
  26. Moog, W., Das Verhältnis der Philosophie zu den Einzelwissenschaften.K. F. Endriss - 1921 - Kant Studien 26:194.
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  27. Moog, W., Logik, Psychologie und Psychologismus.K. F. Endriss - 1921 - Kant Studien 26:193.
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  28.  4
    Humanisten über ihre Kollegen: Eulogien, Klatsch und Rufmord.K. A. E. Enenkel & Christian Peters (eds.) - 2018 - Berlin: Lit.
    Die Teilhabe an der lateinischen res publica litterarum der frühneuzeitlichen Fakultäten und Universitäten wurde mittels gemeinsamer literarischer Ausdrucksformen reguliert - zuweilen in Gestalt feingeistiger philologischer Kontroverse, zuweilen als wüste Polemik oder tosender Jubel. In Fallstudien zu Humanisten aus drei Jahrhunderten geht der Band der Frage nach, wie kollegiale Beziehungen literarisch inszeniert und innerhalb der Gelehrtengemeinschaft instrumentalisiert wurden. Diskursregeln und Kommunikationsbedingungen kommen dabei ebenso zur Sprache wie die Anwendung literarischer Modelle aus antiker und nachantiker Invektive, Satire und Panegyrik.
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  29.  6
    The reception of Erasmus in the early modern period.K. A. E. Enenkel (ed.) - 2013 - Boston: Brill.
    Erasmus was one of the most widely read and controversial authors of the early modern period, inspiring a broad range of reader reactions. The present volume addresses various aspects of Erasmus's reception, including how the author's name was sometimes used to bolster decidedly "un-Erasmian" ideals.
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  30.  8
    Der technische Imperativ: Kritische Bemerkungen zur Schulmedizin aus der Sicht eines klinischen Internisten.K. Engelhardt - 2002 - Zeitschrift Für Evangelische Ethik 46 (1):34-41.
    Current advances of modern medicine, in our diagnostic procedures and therapeutic options, are rapidly progressing. We often concentrate, however, merely on scientific aspects of medical problems rather than including a patient-centred approach and ethical aspects of a disease. Important for a healthy balance between specialism and integrative medicine are those discussed in the article. Suchare a critical appraisal of medical technology, a re-evaluation of patients and their illness, our detailed history-taking and thorough clinical examination and a better understanding and approach (...)
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  31. Sefer Śiaḥ Yiśraʼel: śiḥot musar ṿe-hashḳafah.Yiśraʼel Eliʻezer Ḳenriḳ - 2008 - Peekskill, N.Y.: Yeshivah Or ha-Meʼir.
    [1] Elul. Yamim Noraʼim. Sukot -- [2] Pesaḥ. Shevuʻot. Galut u-geʼulot. Ḥanukah. Purim.
     
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  32. The argument from underconsideration as grounds for anti‐realism: A defence.K. Brad Wray - 2008 - International Studies in the Philosophy of Science 22 (3):317 – 326.
    The anti-realist argument from underconsideration focuses on the fact that, when scientists evaluate theories, they only ever consider a subset of the theories that can account for the available data. As a result, when scientists judge one theory to be superior to competitor theories, they are not warranted in drawing the conclusion that the superior theory is likely true with respect to what it says about unobservable entities and processes. I defend the argument from underconsideration from the objections of Peter (...)
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  33. Spiritual Experience and Psychopathology.K. W. M. Fulford & Mike Jackson - 1997 - Philosophy, Psychiatry, and Psychology 4 (1):41-65.
    In lieu of an abstract, here is a brief excerpt of the content:Spiritual Experience and PsychopathologyMike Jackson and K. W. M. Fulford (bio)AbstractA recent study of the relationship between spiritual experience and psychopathology (reported in detail elsewhere) suggested that psychotic phenomena could occur in the context of spiritual experiences rather than mental illness. In the present paper, this finding is illustrated with three detailed case histories. Its implications are then explored for psychopathology, for psychiatric classification, and for our understanding of (...)
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  34.  16
    The effect of a discriminative stimulus transferred to a previously unassociated response.K. C. Walker - 1942 - Journal of Experimental Psychology 31 (4):312.
  35.  56
    A Novel Interpretation of the Klein-Gordon Equation.K. B. Wharton - 2010 - Foundations of Physics 40 (3):313-332.
    The covariant Klein-Gordon equation requires twice the boundary conditions of the Schrödinger equation and does not have an accepted single-particle interpretation. Instead of interpreting its solution as a probability wave determined by an initial boundary condition, this paper considers the possibility that the solutions are determined by both an initial and a final boundary condition. By constructing an invariant joint probability distribution from the size of the solution space, it is shown that the usual measurement probabilities can nearly be recovered (...)
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  36. Epistemic Privilege and the Success of Science.K. Brad Wray - 2010 - Noûs 46 (3):375-385.
    Realists and anti-realists disagree about whether contemporary scientists are epistemically privileged. Because the issue of epistemic privilege figures in arguments in support of and against theoretical knowledge in science, it is worth examining whether or not there is any basis for assuming such privilege. I show that arguments that try to explain the success of science by appeal to some sort of epistemic privilege have, so far, failed. They have failed to give us reason to believe (i) that scientists are (...)
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  37.  3
    An üzerine felsefi ve teolojik bir değerlendirme.Tuncay İmamoğlu, Muhammed Enes Dağ & Saliha Kılıç - 2024 - Tabula Rasa: Felsefe Ve Teoloji 40:69-75.
    Zaman, düşünce tarihinde üzerinde çokça tartışılmış ve muhtelif tanımlamaları yapılmış bir kavramdır. Bu makale de zamanın tanımlamasından ziyade onun üzerinde özellikle an kavramı merkezli bir düşünce etkinliği ortaya konulmaya çalışılmıştır. Bilhassa zaman ve an kavramları arasındaki farka değinilmiştir. Zamanın hareketin olduğu yerde var olduğunu, anın ise hem hareketin hem de durağanlığın olduğu her yerde karşımıza çıktığını belirterek zamanın akışkan hayatı ölçülebilir kılma çabasında var oluşuyla, anın ise bu akışkanlığın her safhasında var olduğuna temas edilmiştir. Aynı zamanda anın varoluş ile mütemadiyen (...)
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  38. Time-Symmetric Quantum Mechanics.K. B. Wharton - 2007 - Foundations of Physics 37 (1):159-168.
    A time-symmetric formulation of nonrelativistic quantum mechanics is developed by applying two consecutive boundary conditions onto solutions of a time- symmetrized wave equation. From known probabilities in ordinary quantum mechanics, a time-symmetric parameter P0 is then derived that properly weights the likelihood of any complete sequence of measurement outcomes on a quantum system. The results appear to match standard quantum mechanics, but do so without requiring a time-asymmetric collapse of the wavefunction upon measurement, thereby realigning quantum mechanics with an important (...)
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  39. Vozvrashchenie Uchitelia. Fārābī, Murat Mukhtarovich Auėzov & B. K. Taĭzhanov (eds.) - 1975
  40. Islāmī Hīnd men̲ kalām o falsafah.Shabbīr Aḥmad k̲h̲ān̲ G̲h̲aurī - 1997 - Paṭnah: K̲h̲udā Bak̲h̲sh Oriyanṭal Pablik Lāʼibrerī.
  41. Islāmī Hind men̲ ʻulūm-i ʻaqlīyah.Shabbīr Aḥmad K̲h̲ān̲ G̲h̲aurī - 1997 - Paṭnah: K̲h̲udā Bak̲h̲sh Oriyanṭal Pablik Lāʼibrerī.
  42.  98
    The Epistemic Cultures of Science and WIKIPEDIA: A Comparison.K. Brad Wray - 2009 - Episteme 6 (1):38-51.
    I compare the epistemic culture of Wikipedia with the epistemic culture of science, with special attention to the culture of collaborative research in science. The two cultures differ markedly with respect to (1) the knowledge produced, (2) who produces the knowledge, and (3) the processes by which knowledge is produced. Wikipedia has created a community of inquirers that are governed by norms very different from those that govern scientists. Those who contribute to Wikipedia do not ground their claims on their (...)
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  43.  19
    Education, Love of One’s Subject, and the Love of Truth.R. K. Elliott - 1974 - Journal of Philosophy of Education 8 (1):135-153.
    R K Elliott; Education, Love of One’s Subject, and the Love of Truth, Journal of Philosophy of Education, Volume 8, Issue 1, 30 May 2006, Pages 135–153, https:/.
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  44.  42
    Education, love of one's subject, and the love of truth.R. K. Elliott - 1974 - Journal of Philosophy of Education 8 (1):135–153.
    R K Elliott; Education, Love of One’s Subject, and the Love of Truth, Journal of Philosophy of Education, Volume 8, Issue 1, 30 May 2006, Pages 135–153, https:/.
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  45.  27
    Versions of creativity.R. K. Elliott - 1971 - Journal of Philosophy of Education 5 (2):139–152.
    R K Elliott; Versions of Creativity, Journal of Philosophy of Education, Volume 5, Issue 2, 30 May 2006, Pages 139–152, https://doi.org/10.1111/j.1467-9752.1971.
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  46. Rethinking Scientific Specialization.K. Brad Wray - 2005 - Social Studies of Science 35 (1):151-164.
    My aim in this paper is to re-examine specialization in science. I argue that we need to acknowledge the role that conceptual changes can play in the creation of new specialties. Whereas earlier sociological accounts focus on social and instrumental changes as the cause of the creation of new specialties, I argue that conceptual changes play an important role in the creation of some scientific specialties. Specifically, I argue that conceptual developments played an important role in the creation of both (...)
     
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  47.  19
    The Concept of Development: A Reply to Professor Hamlyn.R. K. Elliott - 1975 - Journal of Philosophy of Education 9 (1):40-48.
    R K Elliott; The Concept of Development: A Reply to Professor Hamlyn, Journal of Philosophy of Education, Volume 9, Issue 1, 30 May 2006, Pages 40–48, https://d.
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  48.  16
    The Concept of Development: A Reply to Professor Hamlyn.R. K. Elliott - 1975 - Journal of Philosophy of Education 9 (1):40-48.
    R K Elliott; The Concept of Development: A Reply to Professor Hamlyn, Journal of Philosophy of Education, Volume 9, Issue 1, 30 May 2006, Pages 40–48, https://d.
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  49.  14
    The concept of development: A reply to professor Hamlyn.R. K. Elliott - 1975 - Journal of Philosophy of Education 9 (1):40–48.
    R K Elliott; The Concept of Development: A Reply to Professor Hamlyn, Journal of Philosophy of Education, Volume 9, Issue 1, 30 May 2006, Pages 40–48, https://d.
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  50.  17
    Versions of Creativity.R. K. Elliott - 1971 - Journal of Philosophy of Education 5 (2):139-152.
    R K Elliott; Versions of Creativity, Journal of Philosophy of Education, Volume 5, Issue 2, 30 May 2006, Pages 139–152, https://doi.org/10.1111/j.1467-9752.1971.
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