Results for 'Keith S. Apfelbaum'

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  1.  58
    Using Variability to Guide Dimensional Weighting: Associative Mechanisms in Early Word Learning.Keith S. Apfelbaum & Bob McMurray - 2011 - Cognitive Science 35 (6):1105-1138.
    At 14 months, children appear to struggle to apply their fairly well-developed speech perception abilities to learning similar sounding words (e.g., bih/dih; Stager & Werker, 1997). However, variability in nonphonetic aspects of the training stimuli seems to aid word learning at this age. Extant theories of early word learning cannot account for this benefit of variability. We offer a simple explanation for this range of effects based on associative learning. Simulations suggest that if infants encode both noncontrastive information (e.g., cues (...)
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  2.  1
    Successes and Failures in Early Word Learning: An Emergent Property of Basic Learning Principles.Keith S. Apfelbaum & Bob McMurray - 2011 - Cognitive Science 35 (6):1105-1138.
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  3.  34
    Learning During Processing: Word Learning Doesn't Wait for Word Recognition to Finish.S. Apfelbaum Keith & McMurray Bob - 2017 - Cognitive Science 41 (S4):706-747.
    Previous research on associative learning has uncovered detailed aspects of the process, including what types of things are learned, how they are learned, and where in the brain such learning occurs. However, perceptual processes, such as stimulus recognition and identification, take time to unfold. Previous studies of learning have not addressed when, during the course of these dynamic recognition processes, learned representations are formed and updated. If learned representations are formed and updated while recognition is ongoing, the result of learning (...)
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  4. Reference and Definite Descriptions.Keith S. Donnellan - 1966 - Philosophical Review 75 (3):281-304.
    Definite descriptions, I shall argue, have two possible functions. 1] They are used to refer to what a speaker wishes to talk about, but they are also used quite differently. Moreover, a definite description occurring in one and the same sentence may, on different occasions of its use, function in either way. The failure to deal with this duality of function obscures the genuine referring use of definite descriptions. The best known theories of definite descriptions, those of Russell and Strawson, (...)
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  5. Proper Names and Identifying Descriptions.Keith S. Donnellan - 1970 - Synthese 21 (3-4):335 - 358.
  6. Speaking of Nothing.Keith S. Donnellan - 1974 - Philosophical Review 83 (1):3-31.
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  7. The Contingent a Priori and Rigid Designators.Keith S. Donnellan - 1977 - Midwest Studies in Philosophy 2 (1):12-27.
  8. Putting Humpty Dumpty Together Again.Keith S. Donnellan - 1968 - Philosophical Review 77 (2):203-215.
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  9.  28
    Action, Emotion and Will.Keith S. Donnellan - 1965 - Philosophical Review 74 (4):526.
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  10. Speaker Reference, Descriptions, and Anaphoria.Keith S. Donnellan - 1979 - In A. French Peter, E. Uehling Theodore, Howard Jr & K. Wettstein (eds.), Contemporary Perspectives in the Philosophy of Language. University of Minnesota Press.
  11. Kripke and Putnam on Natural Kind Terms.Keith S. Donnellan - 1983 - In C. Ginet & S. Shoemaker (eds.), Knowledge and Mind. Oxford Univresity Press. pp. 84-104.
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  12.  36
    Constructivism’s New Clothes: The Trivial, the Contingent, and a Progressive Research Programme Into the Learning of Science. [REVIEW]Keith S. Taber - 2006 - Foundations of Chemistry 8 (2):189-219.
    Constructivism has been a key referent for research into the learning of science for several decades. There is little doubt that the research into learners’ ideas in science stimulated by the constructivist movement has been voluminous, and a great deal is now known about the way various science topics may commonly be understood by learners of various ages. Despite this significant research effort, there have been serious criticisms of this area of work: in terms of its philosophical underpinning, the validity (...)
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  13.  78
    Necessity and Criteria.Keith S. Donnellan - 1962 - Journal of Philosophy 59 (22):647-658.
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  14. Knowing What I Am Doing.Keith S. Donnellan - 1963 - Journal of Philosophy 60 (14):401-409.
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  15. There is a Word for That Kind of Thing: An Investigation of Two Thought Experiments.Keith S. Donnellan - 1993 - Philosophical Perspectives 7:155-171.
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  16. Mediating Mental Models of Metals: Acknowledging the Priority of the Learner's Prior Learning.Keith S. Taber - 2003 - Science Education 87 (5):732-758.
  17. Substances as Individuals.Keith S. Donnellan - 1973 - Journal of Philosophy 70 (19):711-712.
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  18.  48
    The Atom in the Chemistry Curriculum: Fundamental Concept, Teaching Model or Epistemological Obstacle?Keith S. Taber - 2003 - Foundations of Chemistry 5 (1):43-84.
    Research into learners' ideas aboutscience suggests that school and collegestudents often hold alternative conceptionsabout `the atom'. This paper discusses whylearners acquire ideas about atoms which areincompatible with the modern scientificunderstanding. It is suggested that learners'alternative ideas derive – at least in part –from the way ideas about atoms are presented inthe school and college curriculum. Inparticular, it is argued that the atomicconcept met in science education is anincoherent hybrid of historical models, andthat this explains why learners commonlyattribute to atoms properties (...)
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  19.  18
    The Mismatch Between Assumed Prior Knowledge and the Learner's Conceptions: A Typology of Learning Impediments.Keith S. Taber - 2001 - Educational Studies 27 (2):159-171.
    This paper considers some of the reasons why motivated students in suitable learning environments may fail to learn from competent teachers. It draws upon work in the psychology of learning, and the considerable body of research that has been undertaken to explore the nature and origin of learners' alternative conceptions in science. A synthesis of ideas from this previous work suggests a simple typology of 'learning impediments' in terms of the mismatch between the learner's cognitive structure and the teacher's expectations. (...)
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  20.  72
    Genuine Names and Knowledge by Acquaintance.Keith S. Donnellan - 1990 - Dialectica 44 (1‐2):99-112.
  21.  51
    Towards a Curricular Model of the Nature of Science.Keith S. Taber - 2008 - Science & Education 17 (2-3):179-218.
  22.  80
    Belief and the Identity of Reference.Keith S. Donnellan - 1989 - Midwest Studies in Philosophy 14 (1):275-288.
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  23. Learning Quanta: Barriers to Stimulating Transitions in Student Understanding of Orbital Ideas.Keith S. Taber - 2005 - Science Education 89 (1):94-116.
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  24.  70
    Causes, Objects, and Producers of the Emotions.Keith S. Donnellan - 1970 - Journal of Philosophy 67 (November):947-950.
  25. Paradigm-Case Argument.Keith S. Donnellan - 1967 - In Paul Edwards (ed.), The Encyclopedia of Philosophy. New York: Macmillan. pp. 103-116.
     
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  26.  51
    A Note on the Liar Paradox.Keith S. Donnellan - 1957 - Philosophical Review 66 (3):394-397.
  27.  16
    The Cipro Patent and Bioterrorism.Keith S. Kaye & Donald Kaye - 2002 - American Journal of Bioethics 2 (3):41 – 42.
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  28. Substitution and Reference.Keith S. Donnellan - 1966 - Journal of Philosophy 63 (21):685-688.
  29.  11
    Task Dependent Spatial Memory Across Saccades.Keith S. Karn, Joel Lachter, Per Møller & Mary Hayhoe - 1994 - Behavioral and Brain Sciences 17 (2):267-268.
  30.  12
    An Examination of Trait, Spontaneous and Instructed Emotion Regulation in Dysphoria.Leanne Quigley & Keith S. Dobson - 2014 - Cognition and Emotion 28 (4):622-635.
  31.  9
    Inventions, Patents and Commercial Development From Governmentally Financed Research in Great Britain: The Origins of the National Research Development Corporation. [REVIEW]S. T. Keith - 1981 - Minerva 19 (1):92-122.
  32. C. I. Lewis and the Foundations of Necessary Truth.Keith S. Donnellan - 1961 - Dissertation, Cornell University
     
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  33.  17
    Conceptual confusion in the chemistry curriculum: exemplifying the problematic nature of representing chemical concepts as target knowledge.Keith S. Taber - 2020 - Foundations of Chemistry 22 (2):309-334.
    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 we (...)
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  34. Keith S. Decker.Intelligence Testbeds - 1996 - In N. Jennings & G. O'Hare (eds.), Foundations of Distributed Artificial Intelligence. Wiley. pp. 9--119.
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  35.  15
    Ř R£ Klady Referencia a Určité Deskripcie.Keith S. Donnellan - 1998 - Organon F: Medzinárodný Časopis Pre Analytickú Filozofiu 5 (1):31-51.
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  36.  7
    Driving and Dish-Washing: Failure of the Correspondence Metaphor for Memory.Keith S. Karn & Gregory J. Zelinsky - 1996 - Behavioral and Brain Sciences 19 (2):198-198.
    Koriat & Goldsmith restrict their definition of memory to “being about some past event,” which causes them to ignore the most common use of memory: everyday visual-motor tasks. New techniques make it possible to study memory in the context of these natural tasks with which memory is so tightly coupled. Memory can be more fully understood in the context of these actions.
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  37.  5
    Logic: The Theory of Formal Inference.Keith S. Donnellan - 1962 - Philosophical Review 71 (4):533.
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  38.  7
    Barry J. Fraser, Kenneth G. Tobin and Campbell J. McRobbie : Second International Handbook of Science Education.Keith S. Taber - 2015 - Science & Education 24 (3):319-337.
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  39.  17
    William McGucken. Scientists, Society and State. The Social Relations of Science Movement in Great Britain, 1931–1947. Columbus: Ohio State University Press, 1984. Pp. Xiii + 381. ISBN 0-8142-0351-5. £22.50. [REVIEW]S. T. Keith - 1986 - British Journal for the History of Science 19 (3):351-352.
  40.  13
    History of Technology Clayton R. Koppes, JPL and the American Space Programme: A History of the Jet Propulsion Laboratory. New Haven: Yale University Press, 1982. Pp. Viii+ 320. £16.95/$19.95. Joan Lisa Bromberg, Fusion: Science, Politics and the Invention of a New Energy Source. Cambridge, Massachusetts: The MIT Press, 1982. Pp. Xxvi + 343. £24/$30. [REVIEW]S. T. Keith - 1984 - British Journal for the History of Science 17 (3):325-326.
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  41.  13
    Rajkumari Williamson . The Making of Physicists. Bristol: Adam Hilger, 1987. Pp. Viii + 200. ISBN 0-85274-524-9. £15.00. [REVIEW]S. T. Keith - 1989 - British Journal for the History of Science 22 (1):115-116.
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  42.  1
    The Robot's Rebellion: Finding Meaning in the Age of Darwin.Keith E. Stanovich - 2004 - University of Chicago Press.
    The idea that we might be robots is no longer the stuff of science fiction; decades of research in evolutionary biology and cognitive science have led many esteemed scientists to the conclusion that, according to the precepts of universal Darwinism, humans are merely the hosts for two replicators that have no interest in us except as conduits for replication. Richard Dawkins, for example, jolted us into realizing that we are just survival mechanisms for our own genes, sophisticated robots in service (...)
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  43.  1
    Making sense of a pedagogic text: Review of Reid, N., & Ali, A. A. (2020). Making Sense of Learning: A research based approach. Evidence to guide policy and practice, with an emphasis on secondary stages. Cham, Switzerland: Springer Nature Switzerland AG. Softcover, ISBN 978-3-030-53676-3, £74.99. 1st ed. 2020, XXI, 496 p.Keith S. Taber - 2021 - Foundations of Chemistry 23 (3):433-457.
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  44.  13
    Scientists as Entrepreneurs: Arthur Tyndall and the Rise of Bristol Physics.S. T. Keith - 1984 - Annals of Science 41 (4):335-357.
    This paper describes how the physics department of the University of Bristol grew from relative provincial obscurity to international stature. Emphasis is placed on the role of Arthur Tyndall, who as head of the department played a crucial role by attracting external funding to provide for and maintain modern laboratory facilities, through his skill in recruiting staff and his general management of resources. Such essentially entrepreneurial qualities, it is argued, were fundamental to the rapid expansion of Bristol physics and for (...)
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  45. Skepticism, Semantic Externalism, and Keith’s Mom.Timothy Williamson - 2000 - Southern Journal of Philosophy 38 (Supplement):149-158.
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  46.  20
    Keith Lehrer's KnowledgeKnowledge.Mark Pastin & Keith Lehrer - 1977 - Noûs 11 (4):431.
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  47. Eye Tracking in Human-Computer Interaction and Usability Research: Ready to Deliver the Promises.Robert J. K. Jacob & Keith S. Karn - 2003 - In H. Deubel & J. R. In Hyönä (eds.), The Mind’s Eye: Cognitive and Applied Aspects of Eye Movement Research.
  48. Nietzsche's on the Genealogy of Morals: Critical Essays.Keith Ansell Pearson, Babette Babich, Eric Blondel, Daniel Conway, Ken Gemes, Jürgen Habermas, Salim Kemal, Paul S. Loeb, Mark Migotti, Wolfgang Müller-Lauter, Alexander Nehamas, David Owen, Robert Pippin, Aaron Ridley, Gary Shapiro, Alan Schrift, Tracy Strong, Christine Swanton & Yirmiyahu Yovel - 2006 - Rowman & Littlefield Publishers.
    In this astonishingly rich volume, experts in ethics, epistemology, philosophy of mind, political theory, aesthetics, history, critical theory, and hermeneutics bring to light the best philosophical scholarship on what is arguably Nietzsche's most rewarding but most challenging text. Including essays that were commissioned specifically for the volume as well as essays revised and edited by their authors, this collection showcases definitive works that have shaped Nietzsche studies alongside new works of interest to students and experts alike. A lengthy introduction, annotated (...)
     
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  49.  1
    Nietzsche's ‘Thus Spoke Zarathustra': A Critical Guide.Keith Ansell-Pearson & Paul S. Loeb (eds.) - 2022 - Cambridge University Press.
    Nietzsche regarded Thus Spoke Zarathustra as his most important philosophical contribution because it proposes solutions to the problems and questions he poses in his later books – for example, his cure for the human disposition to vengefulness and his creation of new values as the antidote to nihilism. It is also the only place where he elaborates his concepts of the superhuman and the eternal recurrence of the same. In this Critical Guide, an international group of distinguished scholars analyze the (...)
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  50. Challenges for Einstein's Children: Keith Roby's Vision of Science in Community Life.Keith Roby - 1984 - Keith Roby Memorial Fund, Murdoch University.
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