Results for 'Conceptual difficulties'

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  1.  85
    Gestalt Theory has Been Misinterpreted, but has Had Some Real Conceptual Difficulties.Gaetano Kanizsa - 1994 - Philosophical Psychology 7 (2):149-162.
    In the present article, the role of Gestalt concepts in clarifying the issues of perception is evaluated. Grounded in anti-atomism, Gestalt assumed organizing forces intrinsic to perception. Insofar these were identified with singularity preference, Gestalt is criticized for having failed to distinguish between perception and thought.
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  2.  11
    The Nature of Consciousness: Some Persistent Conceptual Difficulties and a Practical Suggestion.M. Corner - 1976 - Progress in Brain Research 45:471-5.
  3.  24
    Suppression of the Aggressive Impulse: Conceptual Difficulties in Anti-Violence Programs.Erika Kitzmiller & Joan F. Goodman - 2010 - Ethics and Education 5 (2):117-134.
    School anti-violence programs are united in their radical condemnation of aggression, generally equated with violence. The programs advocate its elimination by priming children's emotional and cognitive controls. What goes unrecognized is the embeddedness of aggression in human beings, as well as its positive psychological and moral functions. In attempting to eradicate aggression, schools increase the risk of student disaffection while stifling the goods associated with it: status, power, dominance, agency, mastery, pride, social-affiliation, social-approval, loyalty, self-respect, and self-confidence. It is argued (...)
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  4.  15
    Some Conceptual Difficulties in Aristotle’s De Caelo I.9.Karel Thein - 2013 - Rhizomata 1 (1):63-84.
  5.  6
    A Note Concerning Winthrop's "Conceptual Difficulties in Modern Economic Theory".Clark L. Hull - 1945 - Philosophy of Science 12 (3):218.
  6.  5
    Conceptual Difficulties in Modern Economic Theory.Henry Winthrop - 1945 - Philosophy of Science 12 (1):30-39.
  7.  47
    Applying the “Cognitive Conflict” Strategy for Conceptual Change—Some Implications, Difficulties, and Problems.Amos Dreyfus, Ehud Jungwirth & Ronit Eliovitch - 1990 - Science Education 74 (5):555-569.
  8.  20
    On Some Conceptual and Explanatory Difficulties of Evolutionary Ethics.Tomislav Bracanović - 2005 - Prolegomena 4 (1):49-70.
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  9.  97
    The New Quantum Logic.Robert B. Griffiths - 2014 - Foundations of Physics 44 (6):610-640.
    It is shown how all the major conceptual difficulties of standard (textbook) quantum mechanics, including the two measurement problems and the (supposed) nonlocality that conflicts with special relativity, are resolved in the consistent or decoherent histories interpretation of quantum mechanics by using a modified form of quantum logic to discuss quantum properties (subspaces of the quantum Hilbert space), and treating quantum time development as a stochastic process. The histories approach in turn gives rise to some conceptual (...), in particular the correct choice of a framework (probabilistic sample space) or family of histories, and these are discussed. The central issue is that the principle of unicity, the idea that there is a unique single true description of the world, is incompatible with our current understanding of quantum mechanics. (shrink)
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  10.  45
    Interior of a Schwarzschild Black Hole Revisited.Rosa Doran, Francisco S. N. Lobo & Paulo Crawford - 2008 - Foundations of Physics 38 (2):160-187.
    The Schwarzschild solution has played a fundamental conceptual role in general relativity, and beyond, for instance, regarding event horizons, spacetime singularities and aspects of quantum field theory in curved spacetimes. However, one still encounters the existence of misconceptions and a certain ambiguity inherent in the Schwarzschild solution in the literature. By taking into account the point of view of an observer in the interior of the event horizon, one verifies that new conceptual difficulties arise. In this work, (...)
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  11.  79
    On the Advantage (If Any) and Disadvantage of the Conceptual/Nonconceptual Distinction for Cognitive Science.Alessandro Dell’Anna & Marcello Frixione - 2010 - Minds and Machines 20 (1):29-45.
    In this article we question the utility of the distinction between conceptual and nonconceptual content in cognitive science, and in particular, in the empirical study of visual perception. First, we individuate some difficulties in characterizing the notion of “concept” itself both in the philosophy of mind and cognitive science. Then we stress the heterogeneous nature of the notion of nonconceptual content and outline the complex and ambiguous relations that exist between the conceptual/nonconceptual duality and other pairs of (...)
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  12.  23
    Out of the Fly-Bottle: Conceptual Confusions in Multilingual Legislation. [REVIEW]King Kui Sin - 2013 - International Journal for the Semiotics of Law - Revue Internationale de Sémiotique Juridique 26 (4):927-951.
    Conceptual confusions permeate all forms of intellectual pursuit. Many have contended that multilingual legislation, i.e., one law enacted in different languages, is unviable when carried out by means of translation. But not many have realized that the same would also be true of drafting if their contention could be justified. My involvement in the translation of Hong Kong laws into Chinese in the run-up to 1997 exposed me to a whole world of myths and misconceptions about legal translation arising (...)
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  13.  9
    McDowell and the Puzzle of Conceptual Form.Andrew Inkpin - 2015 - Minerva - An Internet Journal of Philosophy 19 (1):64-80.
    In the course of recent debate with Hubert Dreyfus John McDowell emphasizes the notion of conceptual form or shape to explain how conceptual capacities are ‘operative’ in prereflective ‘coping’ activities. This paper considers how that notion is to be interpreted. In particular it considers whether or not it imposes a determinate constraint on the form of content and argues that both interpretations are unsatisfactory. Assuming conceptual form to be determinate is unnecessary to explain the universal applicability of (...)
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  14. A General Conceptual Framework for Decoherence in Closed and Open Systems.Mario Castagnino, Roberto Laura & Olimpia Lombardi - 2007 - Philosophy of Science 74 (5):968-980.
    In this paper we argue that the formalisms for decoherence originally devised to deal just with closed or open systems can be subsumed under a general conceptual framework, in such a way that they cooperate in the understanding of the same physical phenomenon. This new perspective dissolves certain conceptual difficulties of the einselection program but, at the same time, shows that the openness of the quantum system is not the essential ingredient for decoherence. †To contact the authors, (...)
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  15.  28
    Mirror Neurons as a Conceptual Mechanism?Cristina Meini & Alfredo Paternoster - 2012 - Mind and Society 11 (2):183-201.
    The functional role of mirror neurons has been assessed in many different ways. They have been regarded, inter alia, as the core mechanism of mind reading, the mechanism of language understanding, the mechanism of imitation. In this paper we will discuss the thesis according to which MNs are a conceptual mechanism. This hypothesis is attractive since it could accommodate in an apparently simple way all the above-mentioned interpretations. We shall take into consideration some reasons suggesting the conceptualist characterization of (...)
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  16.  49
    The Conceptual Inexhaustibility of Personhood.Andreas Kemmerling - 2015 - Tsinghua Studies in Western Philosophy 1 (1):368-399.
    Some leading neuro-scientists recently proclaimed an obviously false view that a human person is his/her brain. This falsity arises partly from the conceptual difficulties concerning personhood/a person. By revealing inexhaustible richness of the characteristics of this concept of a person, this essay explains why the concept is so utterly puzzling. The author contrasts Descartes’ concept of a person with Locke’s. For Descartes, the concept has four features: (1) it is the concept of the mind/body-union; (2) it is innate (...)
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  17.  27
    Overcoming the Conceptual Barriers to Understanding Evolution.Jonathan Kaplan - 2015 - Metascience 24 (1):55-58.
    In Understanding Evolution, Kostas Kampourakis has two related goals. The first is to demonstrate that there are conceptual hurdles to properly understanding evolutionary theory. Kampourakis argues that educators, and other promoters of evolutionary theory, have underestimated how difficult it is to understand evolutionary theory and have tended to treat some gaps in understanding that are in fact the result of conceptual difficulties as if they were instead the result of, e.g., religious intolerance to the theory. This, he (...)
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  18.  23
    Justice, Fairness, and Membership in a Class: Conceptual Confusions and Moral Puzzles in the Regulation of Human Subjects Research.Ana S. Iltis - 2011 - Journal of Law, Medicine and Ethics 39 (3):488-501.
    This essay examines conceptual difficulties with one of the ways in which justice has been understood and applied the ethical and regulatory review of human research. Justice requires the fair distribution of the benefits and burdens of research. Class membership is seen as justifying inclusion in higher hazard-no benefit research from which members of potentially vulnerable classes, such as children, typically would be excluded. I argue that class membership does not do the justificatory work it is thought to (...)
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  19. The Moral Supervenience Thesis is Not a Conceptual Truth.Gerald K. Harrison - 2013 - Analysis 73 (1):62-68.
    Virtually everyone takes the moral supervenience thesis to be a basic conceptual truth about morality. As a result, if a metaethical theory has difficulties respecting or adequately explaining the supervenience relationship it is deemed to be in big trouble. However, the moral supervenience thesis is a not a conceptual truth (though it may be true) and as such it is not a problem if a metaethical theory cannot respect or explain it.
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  20.  9
    Dialogical Features of Presumptions: Difficulties for Walton’s New Dialogical Theory.Petar Bodlović - 2017 - Argumentation 31 (3):513-534.
    According to Douglas Walton, the concept of presumption relates to both logical and dialogical components. Logically, a presumption is the conclusion of a presumptive defeasible inference. Dialogically, the function of a presumptions to shift the burden of proof to the respondent in order to move the dialogue forward when the proponent, due to an objective lack of evidence, cannot present a sufficiently persuasive proposition. Presumptive status, assigned only at the argumentation stage of dialogue, is provisional: a particular presumption stands until (...)
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  21.  82
    Value Judgements and Conceptual Tensions: Decision-Making in Relation to Hospital Discharge for People with Dementia.Helen Greener, Marie Poole, Charlotte Emmett, John Bond, Stephen J. Louw & Julian C. Hughes - 2012 - Clinical Ethics 7 (4):166-174.
    We reflect, using a vignette, on conceptual tensions and the value judgements that lie behind difficult decisions about whether or not the older person with dementia should return home or move into long-term care following hospital admission. The paper seeks, first, to expose some of the difficulties arising from the assessment of residence capacity, particularly around the nature of evaluative judgements and conceptual tensions inherent in the legal approach to capacity. Secondly, we consider the assessment of best (...)
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  22. The Scope of the Conceptual.Eric Margolis & Stephen Laurence - 2012 - In Eric Margolis, Richard Samuels & Stephen Stich (eds.), The Oxford Handbook of Philosophy of Cognitive Science. Oxford University Press.
    This chapter provides a critical overview of ten central arguments that philosophers have given in support of a distinction between the conceptual and the nonconceptual. We use these arguments to examine the question of whether (and in what sense) perceptual states might be deemed nonconceptual and also whether (and in what sense) animals and infants might be deemed to lack concepts. We argue that philosophers have implicitly relied on a wide variety of different ways to draw the conceptual/nonconceptual (...)
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  23.  29
    The Effectiveness of Brain-Based Teaching Approach in Dealing with the Problems of Students' Conceptual Understanding and Learning Motivation Towards Physics.Salmiza Saleh - 2012 - Educational Studies 38 (1):19-29.
    Teachers of science-based education in Malaysian secondary schools, especially those in the field of physics, often find their students facing huge difficulties in dealing with conceptual ideas in physics, resulting thus in a lack of interest towards the subject. The aim of this study was to assess the effectiveness of the Brain-Based Teaching Approach (henceforth BBTA) in dealing with the issues of the conceptual understanding of Newtonian physics of Form Four students in secondary science schools in the (...)
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  24. Conceptual Relativity and Structures of Explanation.José Tomás Alvarado - 2008 - Poznan Studies in the Philosophy of the Sciences and the Humanities 95 (1):163-183.
    Hilary Putnam's doctrine of conceptual relativity sustains that there are many different incompatible, yet equivalent, descriptions of what have to be considered "the same" phenomena. This fact is reason to justify the idea that metaphysical realism is wrong and that a better general view of reality should be something like a "pragmatic realism." Putnam sustains further that the different incompatible and equivalent descriptions have to bear the same explanatory virtue. Here it is contended that there seems to be (...) in construing this requirement in a non-question begging way in an argument designed to show that metaphysical realism should be dismissed. Different descriptions can only be deemed to have the same explanative virtue if our knowledge of, for example, structures in the natural world, seems to be simply a form to "save the phenomena," but this is a characteristic anti-realist thesis that should not be taken for granted in the dialectical setting. (shrink)
     
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  25.  9
    Modernidad, estética y subjetividad. Una reconstrucción histórico-conceptual de las reapropiaciones del pensamiento de Friedrich Schlegel en el marco de la filosofía alemana contemporánea.Verónica Galfione - 2018 - Areté. Revista de Filosofía 30 (1):43-70.
    “Modernity, Aesthetics and Subjectivity. A Historical-conceptual Reconstruction of the Reappropriations of Friedrich Schlegel’s Thought Within the Framework of Contemporary German Philosophy”. In this paper we analyze the interpretation of Friedrich Schlegel’s romantic thought developed by K. H. Bohrer and M. Frank. The aim is to show how, through this historical reference, the aforementioned authors reconstruct a conception of subjectivity that breaks with the modern postulate of an instituting subject and that allows to overcome the poststructuralist thesis of the death (...)
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  26.  15
    Why Non-Factualists Should Love Conceptual Role Semantics.Massimiliano Vignolo - 2010 - Grazer Philosophische Studien 80 (1):1-19.
    I argue that conceptual role semantics gives non-factualism the resources to overcome two difficulties: the problem posed by faultless disagreements and the Frege-Geach problem.
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  27.  19
    Eliminativismo, cambio conceptual y conceptos mentales.Diana Pérez - 2006 - Manuscrito 29 (2):707-727.
    En este trabajo presento dos líneas de argumentación que desembo-can en la tesis eliminativista, una proveniente de consideraciones relativas a la re-lación entre nuestra psicología de sentido común y la ciencia psicológi-ca/neurociencia madura, y otra proveniente de consideraciones metafísicas acerca de la naturaleza de los fenómenos mentales y su interacción causal con el mundo físico, y trato de mostrar la inadecuación de ambas líneas argumentativas. En se-gundo lugar, menciono tres líneas de crítica a los intentos eliminativistas, mos-trando sus debilidades. Finalmente, (...)
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  28. Revolution and History in Walter Benjamin: A Conceptual Analysis.Alison F. Ross - 2019 - New York, NY, USA: Routledge.
    This book places Benjamin’s writing on revolution in the context of his conception of historical knowledge. The fundamental problem that faces any analysis of Benjamin’s approach to revolution is that he deploys notions that belong to the domain of individual experience. His theory of modernity with its emphasis on the disintegration of collective experience further aggravates the problem. Benjamin himself understood the problem of revolution to be primarily that of the conceptualization of collective experience (its possibility and sites) under the (...)
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  29. The Epistemology of Thought Experiments : First Person Versus Third Person Approaches.Kirk Ludwig - 2007 - Midwest Studies in Philosophy 31 (1):128-159.
    Recent third person approaches to thought experiments and conceptual analysis through the method of surveys are motivated by and motivate skepticism about the traditional first person method. I argue that such surveys give no good ground for skepticism, that they have some utility, but that they do not represent a fundamentally new way of doing philosophy, that they are liable to considerable methodological difficulties, and that they cannot be substituted for the first person method, since the a priori (...)
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  30. Why Kant Is a Non-Conceptualist But Is Better Regarded a Conceptualist.Corijn van Mazijk - 2014 - Kant Studies Online (1):170-201.
    ABSTRACT This paper deals with the problem of characterizing the content of experience as either conceptual or non-conceptual in -/- Kant’s transcendenta -/- l philosophy, a topic widely debated in contemporary philosophy. I start out with -/- Kant’s pre -/- -critical discussions of space and time in which he develops a specific notion of non-conceptual content. Secondly, I show that this notion of non-conceptual intuitional content does not seem to match well with the Transcendental Deduction. This (...)
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  31.  13
    Conceptual Foundations for Multidisciplinary Thinking.S. J. Kline - 1995 - Stanford University Press.
    Our current intellectual system provides us with a far more complete and accurate understanding of nature and ourselves than was available in any previous society. This gain in understanding has arisen from two sources: the use of the 'scientific method', and the breaking up of our intellectual enterprise into increasingly narrower disciplines and research programmes. However, we have failed to keep these narrow specialities connected to the intellectual enterprise as a whole. The author demonstrates that this causes a number of (...)
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  32. Internal Realism and the Problem of Religious Diversity.Victoria S. Harrison - 2006 - Philosophia 34 (3):287-301.
    This article applies Hilary Putnam’s theory of internal realism to the issue of religious plurality. The result of this application – ‘internalist pluralism’ – constitutes a paradigm shift within the Philosophy of Religion. Moreover, internalist pluralism succeeds in avoiding the major difficulties faced by John Hick’s famous theory of religious pluralism, which views God, or ‘the Real,’ as the noumenon lying behind diverse religious phenomena. In side-stepping the difficulties besetting Hick’s revolutionary Kantian approach, without succumbing to William Alston’s (...)
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  33.  41
    The Unity of Normativity.Ralph Wedgwood - 2018 - In Daniel Star (ed.), The Oxford Handbook of Reasons and Normativity. New York: Oxford University Press. pp. 23-45.
    What is normativity? It is argued here that normativity is best understood as a property of certain concepts: normative thoughts are those involving these normative concepts; normative statements are statements that express normative thoughts; and normative facts are the facts (if such there be) that make such normative thoughts true. Many philosophers propose that there is a single basic normative concept—perhaps the concept of a reason for an action or attitude—in terms of which all other normative concepts can be defined. (...)
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  34.  38
    How to Shape a Better Future? Epistemic Difficulties for Ethical Assessment and Anticipatory Governance of Emerging Technologies.Brent Daniel Mittelstadt, Bernd Carsten Stahl & N. Ben Fairweather - 2015 - Ethical Theory and Moral Practice 18 (5):1027-1047.
    Empirical research into the ethics of emerging technologies, often involving foresight studies, technology assessment or application of the precautionary principle, raises significant epistemological challenges by failing to explain the relative epistemic status of contentious normative claims about future states. This weakness means that it is unclear why the conclusions reached by these approaches should be considered valid, for example in anticipatory ethical assessment or governance of emerging technologies. This paper explains and responds to this problem by proposing an account of (...)
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  35.  20
    Between Universalism and Relativism: A Conceptual Exploration of Problems in Formulating and Applying International Biomedical Ethical Guidelines.G. B. Tangwa - 2004 - Journal of Medical Ethics 30 (1):63-67.
    In this paper, the author attempts to explore some of the problems connected with the formulation and application of international biomedical ethical guidelines, with particular reference to Africa. Recent attempts at revising and updating some international medical ethical guidelines have been bedevilled by intractable controversies and wrangling regarding both the content and formulation. From the vantage position of relative familiarity with both African and Western contexts, and the privilege of having been involved in the revision and updating of one of (...)
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  36.  53
    Down the Methodological Rabbit Hole.David Frydrych - 2017 - Crítica. Revista Hispanoamericana de Filosofía 49 (147):41-73.
    This article surveys methodological matters that shape, drive, and plague analytic legal philosophy. Section 2 briefly explicates conceptual analysis, analytic definitions, and family resemblance concepts. It also argues that central cases are used in more than one way. Section 3 presents criticisms of those concepts and methods, and suggests that some of these difficulties are due to the lack of a shared paradigm regarding a counterexample’s impact. Section 4 explains “meta- theoretical” desiderata. It contends that, to date, legal (...)
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  37.  5
    Conceptual confusion in the chemistry curriculum: exemplifying the problematic nature of representing chemical concepts as target knowledge.Keith S. Taber - forthcoming - Foundations of Chemistry:1-26.
    This paper considers the nature of a curriculum as presented in formal curriculum documents, and the inherent difficulties of representing formal disciplinary knowledge in a prescription for teaching and learning. The general points are illustrated by examining aspects of a specific example, taken from the chemistry subject content included in the science programmes of study that are part of the National Curriculum in England. In particular, it is suggested that some statements in the official curriculum document are problematic if (...)
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  38.  34
    From Integrative Bioethics to Pseudoscience.Tomislav Bracanović - 2012 - Developing World Bioethics 12 (3):148-156.
    Integrative bioethics is a brand of bioethics conceived and propagated by a group of Croatian philosophers and other scholars. This article discusses and shows that the approach encounters several serious difficulties. In criticizing certain standard views on bioethics and in presenting their own, the advocates of integrative bioethics fall into various conceptual confusions and inconsistencies. Although presented as a project that promises to deal with moral dilemmas created by modern science and technology, integrative bioethics does not contain the (...)
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  39.  2
    Conceptual confusion in the chemistry curriculum: exemplifying the problematic nature of representing chemical concepts as target knowledge.Keith S. Taber - forthcoming - Foundations of Chemistry:1-26.
    This paper considers the nature of a curriculum as presented in formal curriculum documents, and the inherent difficulties of representing formal disciplinary knowledge in a prescription for teaching and learning. The general points are illustrated by examining aspects of a specific example, taken from the chemistry subject content included in the science programmes of study that are part of the National Curriculum in England. In particular, it is suggested that some statements in the official curriculum document are problematic if (...)
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  40. Conceptual Dependency as the Language of Thought.Charles E. M. Dunlop - 1990 - Synthese 82 (2):275-96.
    Roger Schank's research in AI takes seriously the ideas that understanding natural language involves mapping its expressions into an internal representation scheme and that these internal representations have a syntax appropriate for computational operations. It therefore falls within the computational approach to the study of mind. This paper discusses certain aspects of Schank's approach in order to assess its potential adequacy as a (partial) model of cognition. This version of the Language of Thought hypothesis encounters some of the same (...) that arise for Fodor's account. (shrink)
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  41.  21
    Depth Accessibility Difficulties: An Alternative Conceptualisation of Autism Spectrum Conditions.John Lawson - 2003 - Journal for the Theory of Social Behaviour 33 (2):189–202.
    Autism and Asperger syndrome are psychiatric conditions diagnosed primarily on the basis of deficits and problems in social behaviour; interaction and communication. At present the explanation of these behavioural features is dominated by three cognitive models. However, it is a characteristic of each of these models that they only explain a sub-set of the overall features.The aim of this paper is to suggest an alternative conceptual theory of autism and Asperger syndrome that unites the current three models. Thus, the (...)
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  42.  86
    In Defense of Conceptual Holism: Reply to Fodor and Lepore.Andrew Pessin - 1995 - Journal of Philosophical Research 20:269-280.
    In their recent book Holism, Jerry Fodor & Ernest Lepore (F&L) argue that various species of content holism face insuperable difficulties. In this paper I reply to their claims. After describing the version of holism to which I subscribe, I follow them in addressing, in turn, its implications for these related topics: interpersonal understanding, false beliefs and reference, psychological explanation, content sirnilarity and identity, the analytic-synthetic distinction, and empirical evidence. The most prominent theme in my response to F&L is (...)
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  43.  25
    A Conceptual Framework for Society-Oriented Decision Support.Yingjie Yang, David Gillingwater & Chris Hinde - 2005 - AI and Society 19 (3):279-291.
    Inspired by the operation of human social organisation, this paper presents a new architecture—a pyramid-committee—for developing society-oriented intelligence, whose structure imitates the organisation of human society in its decision making. The system takes a pyramid-like hierarchical structure with links in the pyramid forming a semi-lattice, which relate not only to nodes in the same layer, but also to others in different layers. The output of the system is a result of the negotiation and balancing of different interests. For such a (...)
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  44.  30
    Conceptual Issues in Computer-Aided Diagnosis and the Hierarchical Nature of Medical Knowledge.Marsden S. Blois - 1983 - Journal of Medicine and Philosophy 8 (1):29-50.
    Attempts to formalize the diagnostic process are by no means a recent undertaking; what is new is the availability of an engine to process these formalizations. The digital computer has therefore been increasingly turned to in the expectation of developing systems which will assist or replace the physician in diagnosis. Such efforts involve a number of assumptions regarding the nature of the diagnostic process: e.g. where it begins, and where it ends. ‘Diagnosis’ appears to include a number of quite different (...)
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  45.  16
    I Am Grateful for the Thoughtful Paper by These Authors. However, I Would Have Been Helped If They Had Gone Carefully Through Some Examples, Because I Think Many of the Difficulties They Raise Are Removed If We Consider Actual Examples in Detail. I Will Do That in This Reply. They Challenge Me to Say Exactly What I Mean. [REVIEW]Searle on Conceptual Relativism - 2010 - In Jan G. Michel, Dirk Franken & Attila Karakus (eds.), John R. Searle: Thinking About the Real World. Ontos. pp. 225.
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  46.  7
    In Defense of Conceptual Holism: Reply to Fodor & Lepore.Andrew Pessin - 1995 - Journal of Philosophical Research 20:269-280.
    In their recent book Holism, Jerry Fodor & Ernest Lepore argue that various species of content holism face insuperable difficulties. In this paper I reply to their claims. After describing the version of holism to which I subscribe, I follow them in addressing, in turn, its implications for these related topics: interpersonal understanding, false beliefs and reference, psychological explanation, content sirnilarity and identity, the analytic-synthetic distinction, and empirical evidence. The most prominent theme in my response to F&L is that (...)
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  47.  19
    Structuralism and Conceptual Change in Mathematics.Christopher Menzel - 1990 - PSA: Proceedings of the Biennial Meeting of the Philosophy of Science Association 1990:397 - 401.
    I address Grosholz's critique of Resnik's mathematical structuralism and suggest that although Resnik's structuralism is not without its difficulties it survives Grosholz's attacks.
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  48.  14
    Radical Constructivism: A Scientific Research Program.L. P. Steffe - 2007 - Constructivist Foundations 2 (2-3):41-49.
    Purpose: In the paper, I discuss how Ernst Glasersfeld worked as a scientist on the project, Interdisciplinary Research on Number (IRON), and explain how his scientific activity fueled his development of radical constructivism. I also present IRON as a progressive research program in radical constructivism and suggest the essential components of such programs. Findings: The basic problem of Glasersfeld's radical constructivism is to explore the operations by means of which we assemble our experiential reality. Conceptual analysis is Glasersfeld's way (...)
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  49. Conceptual confusion in the chemistry curriculum: exemplifying the problematic nature of representing chemical concepts as target knowledge.Keith S. Taber - forthcoming - Foundations of Chemistry:1-26.
    This paper considers the nature of a curriculum as presented in formal curriculum documents, and the inherent difficulties of representing formal disciplinary knowledge in a prescription for teaching and learning. The general points are illustrated by examining aspects of a specific example, taken from the chemistry subject content included in the science programmes of study that are part of the National Curriculum in England. In particular, it is suggested that some statements in the official curriculum document are problematic if (...)
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  50. Conceptual confusion in the chemistry curriculum: exemplifying the problematic nature of representing chemical concepts as target knowledge.Keith S. Taber - forthcoming - Foundations of Chemistry:1-26.
    This paper considers the nature of a curriculum as presented in formal curriculum documents, and the inherent difficulties of representing formal disciplinary knowledge in a prescription for teaching and learning. The general points are illustrated by examining aspects of a specific example, taken from the chemistry subject content included in the science programmes of study that are part of the National Curriculum in England. In particular, it is suggested that some statements in the official curriculum document are problematic if (...)
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