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B. Scott [10]B. L. Scott [4]Bernard Scott [3]Brigitte C. Scott [2]
Blake Scott [2]Benjamin D. Scott [1]Bill Scott [1]Byron J. Scott [1]

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Bruce Scott
University of Southampton (PhD)
Blake Scott
University of Windsor
Bruce Scott
University of Iowa
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  1.  11
    Argumentation and the Challenge of Time: Perelman, Temporality, and the Future of Argument.Blake D. Scott - forthcoming - Argumentation:1-13.
    Central to Perelman and Olbrechts-Tyteca’s philosophical revival of rhetoric and dialectic is the importance given to the temporal character of argumentation. Unlike demonstration, situated within the “empty time” of a single instant, the authors of The New Rhetoric understand argumentation as an action that unfolds within the “full time” of meaningful human life. By taking a broader view of his work beyond The New Rhetoric, I first outline Perelman’s understanding of time and temporality and the challenge that it poses for (...)
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  2.  11
    Cybernetic Foundations for Psychology.B. Scott - 2016 - Constructivist Foundations 11 (3):509-517.
    Context: The field of psychology consists of many specialist domains of activity, which lack shared foundations. This means that the field as a whole lacks conceptual coherence. Problem: The aim of the article is to show how second-order cybernetics can provide both foundations and a unifying conceptual framework for psychology. Method: The field of psychology is overviewed. There is then a demonstration of how cybernetics can provide both foundations and a unifying conceptual framework. This entails defining some key cybernetics concepts (...)
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  3.  10
    On Becoming a Cybernetician: Highlights and Milestones.Bernard Scott - 2019 - World Futures 75 (1-2):101-112.
    In this article, I describe how I encountered cybernetics and how it became an important part of my life. I begin with an account of my time at Brunel University and also describe how I came to work with Gordon Pask, one of the few intellectuals and researchers in the UK who styled themselves as cyberneticians. To enrich my story, I include an overview of the story of cybernetics as I perceive it. Given the importance I attach to cybernetics as (...)
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  4.  45
    Some Comments on the Relationship Between Artificial Intelligence and Human Cognition.B. Scott - 2013 - Constructivist Foundations 9 (1):64-65.
    Open peer commentary on the article “A Computational Constructivist Model as an Anticipatory Learning Mechanism for Coupled Agent–Environment Systems” by Filipo Studzinski Perotto. Upshot: In making a contribution to artificial intelligence research, Perotto has taken note of work on human cognition. However, there are certain aspects of human cognition that are not taken into account by the author’s model and that, generally, are overlooked or ignored by the artificial intelligence research community at large.
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  5.  15
    Memories of Traumatic Events in Childhood Fade After Experiencing Similar Less Stressful Events: Results From Two Natural Experiments.Carl F. Weems, Justin D. Russell, Donice M. Banks, Rebecca A. Graham, Erin L. Neill & Brandon G. Scott - 2014 - Journal of Experimental Psychology: General 143 (5):2046-2055.
  6.  19
    Gordon Pask's Conversation Theory: A Domain Independent Constructivist Model of Human Knowing. [REVIEW]Bernard Scott - 2001 - Foundations of Science 6 (4):343-360.
    Although it is conceded that distinct knowledge domains do presentparticular problems of coming to know, in thispaper it is argued that it is possible to construct a domain independent modelof the processes of coming to know, one inwhich observers share understandings and do soin agreed ways. The model in question is partof the conversation theory of Gordon Pask. CT, as a theory of theory construction andcommunication, has particular relevance forfoundational issues in science and scienceeducation. CT explicitly propounds a ``radicalconstructivist'' epistemology. (...)
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  7.  8
    The Co-Emergence of Parts and Wholes in Psychological Individuation.B. Scott - 2007 - Constructivist Foundations 2 (2-3):65-71.
    Purpose: The purpose of the paper is to provide a constructivist account of the "self as subject" that avoids the need for any metaphysical assumptions. Findings: The thesis developed in this paper is that the human "psychological individual," "self" or "subject" is an emergent within the nexus of human social interaction. With respect to psychological and social wholes (composites) there is no distinction between the form of the elements and the form of the composites they constitute i.e., all elements have (...)
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  8.  14
    Rethinking Rhetorical Theory, Criticism, and Pedagogy: The Living Art of Michael C. Leff.Curtis Hyra, Blake Scott & Christopher W. Tindale - 2017 - Informal Logic 37 (2):152-160.
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  9.  14
    Collateral Damage From the Show: Emotional Labor and Unethical Behavior.Michelle C. Hong, Christopher M. Barnes & Brent A. Scott - 2017 - Business Ethics Quarterly 27 (4):513-540.
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  10. Towards the Christian Revolution.B. B. Y. Scott, Gregory Vlastos & J. Gresham Machen - 1937 - International Journal of Ethics 47 (4):504-506.
     
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  11.  26
    A Cybernetic Computational Model for Learning and Skill Acquisition.B. Scott & A. Bansal - 2013 - Constructivist Foundations 9 (1):125-136.
    Context: Although there are rich descriptive accounts of skill acquisition in the literature, there are no satisfactory explanatory models of the cognitive processes involved. Problem: The aim of the paper is to explain some key phenomena frequently observed in the acquisition of motor skills: the loss of conscious access to knowledge of the structure of a skill and the awareness that an error has been made prior to the receipt of knowledge of results. Method: In the 1970s, the first author (...)
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  12.  27
    Conversation, Individuals and Concepts: Some Key Concepts in Gordon Pask's Interaction of Actors and Conversation Theories.B. Scott - 2009 - Constructivist Foundations 4 (3):151 - 158.
    Purpose: Gordon Pask has left behind a voluminous scientific oeuvre in which he frequently uses technical language and a detail of argument that makes his work difficult to access except by the most dedicated of students. His ideas have also evolved over a long period. This paper provides introductions to three of Pask's key concepts: "conversations," "individuals," and "concepts." Method: Based on the author's close knowledge of Pask's work, as his collaborator for ten years and as someone who has had (...)
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  13.  3
    Toward a Theory of Speech Perception.Ronald A. Cole & Brian Scott - 1974 - Psychological Review 81 (4):348-374.
  14.  39
    Technical Notes on a Theory of Simplicity.Brian M. Scott - 1996 - Synthese 109 (2):281 - 289.
    Recently Samuel Richmond, generalizing Nelson Goodman, has proposed a measure of the simplicity of a theory that takes into account not only the polymorphicity of its models but also their internal homogeneity. By this measure a theory is simple if small subsets of its models exhibit only a few distinct (i.e., non-isomorphic) structures. Richmond shows that his measure, unlike that given by Goodman's theory of simplicity of predicates, orders the order relations in an intuitively satisfactory manner. In this note I (...)
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  15.  11
    The Distraction Paradigm: Equating Difficulty is Difficult.Damaso Karlye, Provost Alexander, Michie Pat, Brown Scott, Schall Ulrich & Todd Juanita - 2015 - Frontiers in Human Neuroscience 9.
  16.  16
    Caring Teachers and Symbolic Violence: Engaging the Productive Struggle in Practice and Research.Brigitte C. Scott - 2012 - Educational Studies: Journal of the American Educational Studies Association 48 (6):530-549.
    Symbolic violence may not be a desirable theory to apply to public schooling?its structuralist limitations render it deterministic, lacking in human agency, and unpalatable to researchers and educators who see schools as viable and productive sites of social transformation. Perhaps for these reasons, it seems little has been written about symbolic violence in schools, and what has been written tends to focus primarily on the symbolic, institutionalized violence imparted by schools and teachers upon students. In this article, I offer a (...)
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  17.  9
    Sartre, Lacan, and the Ethics of Psychoanalysis: A Defense of Lacanian Responsibility.Blake Scott - 2016 - Sartre Studies International 22 (2).
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  18.  17
    On Reading and Critiquing Luhmann.B. Scott - 2012 - Constructivist Foundations 8 (1):30-32.
    Open peer commentary on the article “Luhmann and the Constructivist Heritage: A Critical Reflection” by Eva Buchinger. Upshot: I acknowledge the value of Buchinger’s contribution to my understanding of Luhmann’s theory of social systems and seek some clarification and elaboration concerning specific issues. In particular, I raise some questions about the concepts of meaning processing and of psychic systems and persons, with reference to related ideas developed by Gordon Pask and myself. I also question how Luhmann uses the term “autopoiesis.”.
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  19.  9
    Author’s Response: On Becoming and Being a Cybernetician.B. Scott - 2016 - Constructivist Foundations 11 (3):532-538.
    Upshot: I discuss further why my proposals may not be taken up by all and say more about their usefulness, my understanding of what it is to be a cybernetician and the underlying coherent form that I see amongst different “versions” of cybernetics. I also elaborate on what is social about psychosocial unities and elaborate their relevance for studies of social systems.
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  20.  9
    Lands and Islands Project's Learning Environments and Technology.Bernard Scott - 2001 - Foundations of Science 6:385-387.
  21.  6
    Comparing Conceptions of Learning: Pask and Luhmann.B. Scott - 2010 - Constructivist Foundations 5 (3):109 - 120.
    Context: Both Luhmann and Pask have developed detailed theories of social systems that include accounts of the role of learning. Problem: Rather than see the theories as competing, we believe it is worthwhile to seek ways in which a useful synthesis of the two approaches may be developed. Method: We compare the two approaches by identifying key similarities and differences. Results: We show it is possible to make useful mappings between key concepts in the two theories. Implications: We believe it (...)
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  22.  4
    A Review of “Reign of Error: The Hoax of the Privatization Movement and the Danger to America's Public Schools”. [REVIEW]Brigitte C. Scott - 2014 - Educational Studies: Journal of the American Educational Studies Association 50 (1):91-95.
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  23.  3
    Learning Conversations for Cybernetic Enlightenment.B. Scott - 2016 - Constructivist Foundations 12 (1):106-107.
    Open peer commentary on the article “A Cybernetic Approach to Contextual Teaching and Learning” by Philip Baron. Upshot: I expand on Philip Baron’s discussion of conversation theory and its applications. I go on to address the question of how to help learners, as a collective, become more sophisticated in their understandings of ethics and epistemology.
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  24.  5
    Author's Response: Explaining Cognition and Explaining Explaining.B. Scott - 2013 - Constructivist Foundations 9 (1):143-146.
    Upshot: I thank Mallen for providing some historical background concerning the origin of the Typist models and for helping clarify the theoretical issues addressed and motivations for creating the models. Whilst de Zeeuw acknowledges the Typist models as a useful contribution to first-order cybernetics, he questions their relevance for second-order cybernetics. I argue that, in the context of research on human learning, de Zeeuw’s characterisation is third- rather than second-order. Stewart questions the status of the model with respect to the (...)
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  25.  1
    A System for Word Senses.Bill Scott - 1983 - Semiotica 44 (3-4).
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  26. The Gift of Wonder.Benjamin D. Scott - 1923 - Pacific Philosophical Quarterly 4 (3):177.
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