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Ian O'Loughlin
Pacific University
  1.  24
    The Philosophy of Memory: Introduction.Ian O'Loughlin & Sarah Robins - 2018 - Essays in Philosophy 19 (2):174-177.
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  2. Review: Memory and Movies: What Films Can Teach Us About Memory. [REVIEW]Ian O'Loughlin - 2017 - Memory Studies 10:93-96.
  3.  34
    Remembering Without Storing: Beyond Archival Models in the Science and Philosophy of Human Memory.Ian O'Loughlin - 2014 - Dissertation,
    Models of memory in cognitive science and philosophy have traditionally explained human remembering in terms of storage and retrieval. This tendency has been entrenched by reliance on computationalist explanations over the course of the twentieth century; even research programs that eschew computationalism in name, or attempt the revision of traditional models, demonstrate tacit commitment to computationalist assumptions. It is assumed that memory must be stored by means of an isomorphic trace, that memory processes must divide into conceptually distinct systems and (...)
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  4. Learning Without Storing: Wittgenstein’s Cognitive Science of Learning and Memory.Ian O'Loughlin - 2017 - In Michael A. Peters & Jeff Stickney (eds.), Pedagogical Investigations: A Companion to Wittgenstein on Education. Singapore: Springer. pp. 601-614.
    Education has recently been shaped by the cognitive science of memory. In turn, the science of memory has been infused by revolutionary ideas found in Wittgenstein’s works. However, the memory science presently applied to education draws mainly on traditional models that are quickly becoming outmoded; Wittgenstein’s insights have yet to be fruitfully applied, though they have helped to develop the science of memory. In this chapter, I examine three Wittgensteinian reforms in memory science as they pertain to education . First, (...)
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  5.  30
    Using Bibliometrics to Support the Facilitation of Cross-Disciplinary Communication.Christopher J. Williams, Michael O'Rourke, Sanford D. Eigenbrode, Ian O'Loughlin & Stephen Crowley - 2013 - Journal of the American Society for Information Science 64 (9):1768-1779.
    Given the importance of cross-disciplinary research, facilitating CDR effectiveness is a priority for many institutions and funding agencies. There are a number of CDR types, however, and the effectiveness of facilitation efforts will require sensitivity to that diversity. This article presents a method characterizing a spectrum of CDR designed to inform facilitation efforts that relies on bibliometric techniques and citation data. We illustrate its use by the Toolbox Project, an ongoing effort to enhance cross-disciplinary communication in CDR teams through structured, (...)
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