Results for 'Lisa S. R. LaShell'

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  1.  55
    Visual–Auditory Events: Cross-Modal Perceptual Priming and Recognition Memory.Anthony J. Greene, Randolph D. Easton & Lisa S. R. LaShell - 2001 - Consciousness and Cognition 10 (3):425-435.
    Modality specificity in priming is taken as evidence for independent perceptual systems. However, Easton, Greene, and Srinivas (1997) showed that visual and haptic cross-modal priming is comparable in magnitude to within-modal priming. Where appropriate, perceptual systems might share like information. To test this, we assessed priming and recognition for visual and auditory events, within- and across- modalities. On the visual test, auditory study resulted in no priming. On the auditory priming test, visual study resulted in priming that was only marginally (...)
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  2. The Life of Monsieur des Cartes [by A. Baillet] Tr. By S.R.Adrien Baillet & R. S. - 1693
     
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  3.  8
    Conspiracy and Imprisonment: 1940–1945. By Dietrich Bonhoeffer. Ed. Mark S. Brocker. Transl. Lisa E. Dahill The Bonhoeffer Legacy: Post‐Holocaust Perspectives. By Stephen R. Haynes. [REVIEW]Brian Gregor - 2007 - Heythrop Journal 48 (6):1027-1030.
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  4.  17
    Conspiracy and Imprisonment: 1940–1945. By Dietrich Bonhoeffer. Ed. Mark S. Brocker. Transl. Lisa E. Dahillthe Bonhoeffer Legacy: Post-Holocaust Perspectives. By Stephen R. Haynes. [REVIEW]Brian Gregor - 2007 - Heythrop Journal 48 (6):1027–1030.
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  5.  46
    Is R.S. Peters' Way of Mentioning Women in His Texts Detrimental to Philosophy of Education? Some Considerations and Questions.Helen E. Lees - 2012 - Ethics and Education 7 (3):291-302.
    . Is R.S. Peters' way of mentioning women in his texts detrimental to philosophy of education? Some considerations and questions. Ethics and Education: Vol. 7, Creating spaces, pp. 291-302. doi: 10.1080/17449642.2013.767002.
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  6.  40
    S-R Compatibility: Spatial Characteristics of Stimulus and Response Codes.Paul M. Fitts & Charles M. Seeger - 1953 - Journal of Experimental Psychology 46 (3):199.
  7.  40
    S-R Compatibility: Correspondence Among Paired Elements Within Stimulus and Response Codes.Paul M. Fitts & Richard L. Deininger - 1954 - Journal of Experimental Psychology 48 (6):483.
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  8.  12
    Tom Is Not More Likely to Imitate Lisa Than Ying: The Influence of a Model’s Race Indicated by Physical Appearance on Children’s Imitation.Andrea A. R. Krieger, Corina Möller, Norbert Zmyj & Gisa Aschersleben - 2016 - Frontiers in Psychology 7.
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  9.  23
    Choice Reaction with Variable S-R Mapping.L. H. Shaffer - 1965 - Journal of Experimental Psychology 70 (3):284.
  10.  31
    Commentary on “the Social Responsibilities of Biological Scientists” (S. J. Reiser and R. E. Bulger).Jonathan Beckwith & Lisa N. Geller - 1997 - Science and Engineering Ethics 3 (2):145-148.
  11.  17
    Mixing of Two Types of S-R Associations in a Choice Reaction Time Task.Robert E. Morin & Bert Forrin - 1962 - Journal of Experimental Psychology 64 (2):137.
  12.  21
    Transition Effects in Three-Choice Reaction with Variable s-R Mapping.L. H. Shaffer - 1967 - Journal of Experimental Psychology 73 (1):101.
  13.  18
    Effects of Stimulus Uncertainty and S-R Compatibility on Speed of Digit Coding.Louis D. Costa, Morton Horwitz & Herbert G. Vaughan Jr - 1966 - Journal of Experimental Psychology 72 (6):895.
  14.  8
    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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  15.  11
    S-R Stimulus Selection and Strength of R-S Association.John P. Houston - 1964 - Journal of Experimental Psychology 68 (6):563.
  16.  20
    R-S Learning as a Function of Meaningfulness and Degree of S-R Learning.Eleanore M. Jantz & Benton J. Underwood - 1958 - Journal of Experimental Psychology 56 (2):174.
  17. Paĭghambarimizning (S.A.V.) Ḣazrati Aliga (R.A.) Nasiḣatlari: (Matn Va Izoḣ).Imom Shaʺ"roniĭ - 2005 - Movarounnaḣr.
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  18.  33
    Language, Newspeak and Logic: S. R. Sutherland.S. R. Sutherland - 1991 - Royal Institute of Philosophy Supplement 30:77-87.
    Some books are like parents, grandparents or old friends. They have been with us from our earliest days and one treats them almost with familiarity. They belong to one's youth and the recognition that they have been around for months and years keeps company with surprise. For philosophers such a book is A. J. Ayer's Language, Truth and Logic, first published over fifty years ago in 1936. There is a sense in which a similar point may be made about some (...)
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  19.  16
    Supplementary Report: Effects of Stimulus Association Value and Exposure Duration on R-S Learning.Ned Cassem & Donald H. Kausler - 1962 - Journal of Experimental Psychology 64 (1):94.
  20.  16
    R-S Learning and Negative Transfer Effects with a Mixed List.Donald A. Kausler & George A. Kanoti - 1963 - Journal of Experimental Psychology 65 (2):201.
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  21.  15
    Retroactive Inhibition of R-S Associations.Geoffrey Keppel & Benton J. Underwood - 1962 - Journal of Experimental Psychology 64 (4):400.
  22. R.S. Thomas Poet of the Hidden God : Meaning and Mediation in the Poetry of R.S. Thomas.D. Z. Phillips - 1986
     
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  23. Lord of the Elves and Eldils Fantasy and Philosophy in C. S. Lewis and J. R. R. Tolkien.Richard L. Purtill - 1974 - Zondervan Pub. House.
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  24.  23
    Dissociation of Processes Underlying Spatial S-R Compatibility: Evidence for the Independent Influence of What and Where.Jeffrey P. Toth, Brian Levine, Donald T. Stuss, Alfred Oh, Gordon Winocur & Nachshon Meiran - 1995 - Consciousness and Cognition 4 (4):483-501.
    The process-dissociation procedure was used to estimate the influence of spatial and form-based processing in the Simon task. Subjects made manual responses to the direction of arrows . The results provide evidence that the form and spatial location of a single stimulus can have functionally independent effects on performance. They also indicate the existence of two kinds of automaticity—an associative component that reflects prior S-R mappings and a nonassociative component that reflects the correspondence between stimulus and response codes.
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  25.  28
    The U.S. In the U.S.S.R.: American Literature Through the Filter of Recent Soviet Publishing and Criticism.Maurice Friedberg - 1976 - Critical Inquiry 2 (3):519-583.
    The advent of the post-Stalin "thaw," particularly the period after 1956, was marked by a spectacular expansion in the publishing of translated Western writing and also, on occasion, of editions in the original languages: the virtual ban on import of Western books was, as of 1975, never relaxed. The more permissive political atmosphere favored the publication of a vastly larger variety of Western authors and titles and provision for the Soviet public of much larger quantities of such books in the (...)
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  26.  14
    S-R Theory and Dynamic Theory 1.Joseph Schubert - 1971 - Journal of Phenomenological Psychology 1 (2):173-184.
    S-R theorists formulate psychological laws in terms of the relationship between external events and observed behavior. The state of the organism delimits the applicability of the law. Dynamic theorists formulate psychological laws in terms of the relationship between the initial state of the organism O a and its subsequent state On. The significance of the stimulus is determined by .Oa and the principle of equifinality implies the equivalence of a wide range of behaviors by which On may be reached. It (...)
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  27.  8
    The Legacy of Egypt. Edited by S. R. K. Glanville. Pp. Xx + 424; Pl. 34. Oxford: Clarendon Press, 1942. 10s.G. A. Wainwright & S. R. K. Glanville - 1942 - Journal of Hellenic Studies 62:91-92.
  28.  64
    R. A. Fisher, Lancelot Hogben, and the Origin(s) of Genotype-Environment Interaction.James Tabery - 2008 - Journal of the History of Biology 41 (4):717-761.
    This essay examines the origin of genotype-environment interaction, or G×E. "Origin" and not "the origin" because the thesis is that there were actually two distinct concepts of G×E at this beginning: a biometric concept, or \[G \times E_B\], and a developmental concept, or \[G \times E_D \]. R. A. Fisher, one of the founders of population genetics and the creator of the statistical analysis of variance, introduced the biometric concept as he attempted to resolve one of the main problems in (...)
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  29.  10
    Generalisation of Proof Simulation Procedures for Frege Systems by M.L. Bonet and S.R. Buss.Daniil Kozhemiachenko - 2018 - Journal of Applied Non-Classical Logics 28 (4):389-413.
    ABSTRACTIn this paper, we present a generalisation of proof simulation procedures for Frege systems by Bonet and Buss to some logics for which the deduction theorem does not hold. In particular, we study the case of finite-valued Łukasiewicz logics. To this end, we provide proof systems and which augment Avron's Frege system HŁuk with nested and general versions of the disjunction elimination rule, respectively. For these systems, we provide upper bounds on speed-ups w.r.t. both the number of steps in proofs (...)
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  30.  21
    Parfit's Fission Dilemma: Why Relation R Doesn't Matter.Henry Pollock - 2018 - Theoria 84 (4):284-294.
    In his work on personal identity, Derek Parfit makes two revolutionary claims: firstly, that personal identity is not what matters in survival; and secondly, that what does matter is relation R. In this article I demonstrate his position here to be inconsistent, with the former claim being defensible only in case the latter is false. Parfit intends his famous fission argument to establish the unimportance of identity – a conclusion disputed by, among others, Mark Johnston. My approach is to critically (...)
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  31.  94
    The Role of Religious and Spiritual Values in Shaping Humanity (A Study of Dr. B.R. Ambedkar’s Religious Philosophy).Desh Raj Sirswal - 2016 - Milestone Education Review 7 (01):6-18.
    Values are an important part of human existence, his society and human relations. All social, economic, political, and religious problems are in one sense is reflection of this special abstraction of human knowledge. We are living in a globalized village and thinking much about values rather than practice of it. If we define religion and spirituality we can say that religion is a set of beliefs and rituals that claim to get a person in a right relationship with God, and (...)
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  32.  63
    A Critique of R.D. Alexander's Views on Group Selection.David Sloan Wilson - 1999 - Biology and Philosophy 14 (3):431-449.
    Group selection is increasingly being viewed as an important force in human evolution. This paper examines the views of R.D. Alexander, one of the most influential thinkers about human behavior from an evolutionary perspective, on the subject of group selection. Alexander's general conception of evolution is based on the gene-centered approach of G.C. Williams, but he has also emphasized a potential role for group selection in the evolution of individual genomes and in human evolution. Alexander's views are internally inconsistent and (...)
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  33.  94
    This Is Art: A Defence of R. G. Collingwood's Philosophy of Art.James Camien McGuiggan - 2017 - Dissertation, University of Southampton
    R. G. Collingwood’s 'The Principles of Art' argues that art is the expression of emotion. This dissertation offers a new interpretation of that philosophy, and argues that this interpretation is both hermeneutically and philosophically plausible. The offered interpretation differs from the received interpretation most significantly in treating the concept of ‘art’ as primarily scalarly rather than binarily realisable (this is introduced in ch. 1), and in understanding Collingwood’s use of the term ‘emotion’ more broadly (introduced in ch. 2). -/- After (...)
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  34. R. S. Peters' Normative Conception of Education and Educational Aims.Michael S. Katz - 2009 - Journal of Philosophy of Education 43 (s1):97-108.
    This article aims to highlight why R. S. Peters' conceptual analysis of ‘education’ was such an important contribution to the normative field of philosophy of education. In the article, I do the following: 1) explicate Peters' conception of philosophy of education as a field of philosophy and explain his approach to the philosophical analysis of concepts; 2) emphasize several (normative) features of Peters' conception of education, while pointing to a couple of oversights; and 3) suggest how Peters' analysis might be (...)
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  35.  57
    C.L.R. James’s Analysis of Race and Class.John R. Martin Jr - 2006 - Radical Philosophy Review 9 (2):167-189.
    Social conditions of race and class continue to combine in ways that raise systemic questions about the adequacy and legitimacy of liberal, capitalist democracy in America. More radical alternatives, however, are still generally held to be irrelevant in the American context. The following is an effort to correct this widespread misrepresentation of socialism’s relevance to America generally, and to matters of race in particular. I consider the work of C.L.R. James who, fifty years ago, developed a class-oriented, explicitly Marxist theory (...)
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  36.  39
    R.S. Peters and Moral Education, 1: The Justification of Procedural Principles.R. J. Royce - 1983 - Journal of Moral Education 12 (3):174-181.
    Abstract In this article, which is the first of two to examine the ideas of R. S. Peters on moral education, consideration is given to his justificatory arguments found in Ethics and Education. Here he employs presupposition arguments to show to what anyone engaging in moral discourse is committed. The result is a group of procedural principles which are recommended to be employed in moral education. This article is an attempt to examine the presupposition arguments Peters employs, to comment on (...)
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  37.  18
    Reason and Passion1: R. S. Peters.R. S. Peters - 1970 - Royal Institute of Philosophy Supplement 4:132-153.
    I Once gave a series of talks to a group of psychoanalysts who had trained together and was rather struck by the statement made by one of them that, psychologically speaking, ‘reason’ means saying ‘No’ to oneself. Plato, of course, introduced the concept of ‘reason’ in a similar way in The Republic with the case of the thirsty man who is checked in the satisfaction of his thirst by reflection on the outcome of drinking. But Plato was also so impressed (...)
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  38.  18
    R.G. Collingwood's Definition of Historical Knowledge.R. B. Smith1 - 2007 - History of European Ideas 33 (3):350-371.
    R.G. Collingwood defined historical knowledge as essentially ‘scientific’, and saw the historian's task as the ‘re-enactment of past thoughts’. The author argues the need to go beyond Collingwood, first by demonstrating the authenticity of available evidence, and secondly, using Namier as an example, by considering methodology as well as epistemology, and the need to relate past thoughts to their present context. The ‘law of the consumption of time’ encourages historians to focus on landmark events, theories and generalisations, thus breaking from (...)
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  39.  12
    List of Abbreviations of John R. Searle's Major Works.John R. Searle’S. Major Works - 2010 - In Jan G. Michel, Dirk Franken & Attila Karakus (eds.), John R. Searle: Thinking About the Real World. Ontos. pp. 13--15.
  40.  10
    R.G. Collingwood's Definition of Historical Knowledge.R. B. Smith1 - 2007 - History of European Ideas 33 (3):350-371.
    R.G. Collingwood defined historical knowledge as essentially ‘scientific’, and saw the historian's task as the ‘re-enactment of past thoughts’. The author argues the need to go beyond Collingwood, first by demonstrating the authenticity of available evidence, and secondly, using Namier as an example, by considering methodology as well as epistemology, and the need to relate past thoughts to their present context. The ‘law of the consumption of time’ encourages historians to focus on landmark events, theories and generalisations, thus breaking from (...)
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  41.  11
    Chunking and Consolidation: A Theoretical Synthesis of Semantic Networks, Configuring in Conditioning, S-R Versus Cognitive Learning, Normal Forgetting, the Amnesic Syndrome, and the Hippocampal Arousal System.Wayne A. Wickelgren - 1979 - Psychological Review 86 (1):44-60.
  42.  27
    The Equestrian Officials of Trajan and Hadrian. Their Careers, with Some Notes on Hadrian's Reforms. By R. H. Lacey. Princeton, 1917. [REVIEW]S. R. J. - 1918 - The Classical Review 32 (7-8):197-197.
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  43.  22
    Life and Letters in Roman Africa. By E. S. Bouchier, M.A. Small 8vo. I Vol. Pp. 128. Oxford: R. H. Blackwell, 1913. 3s. 6d. [REVIEW]S. R. J. - 1914 - The Classical Review 28 (1):26-27.
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  44.  27
    Cagnat's Roman Antiquities Lexique des Antiquités Romaines, Rédigé Sous la Direction de R. Cagnat, Par G. Goyau, Avec la Collaboration de Plusieurs Élèves de l'École Normale Supérieure. Paris: Thorin. 1895. 7 Fr. [REVIEW]S. R. J. - 1895 - The Classical Review 9 (04):229-.
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  45. The Primacy of Experience in R.D. Laing's Approach to Psychoanalysis.M. Guy Thompson - 2003 - In Roger Frie (ed.), Understanding Experience: Psychotherapy and Postmodernism. Routledge.
    This paper explores R. D. Laing's application of existential and phenomenological tradtions, specifically Hegel and Heidegger, to his groundbreaking work with psychotic process as well as psychotherapeutic practice more generally.
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  46.  26
    R. S. Peters and J. H. Newman on the Aims of Education.Jānis T. Ozoliņš - 2013 - Educational Philosophy and Theory 45 (2):153-170.
    R. S. Peters never explicitly talks about wisdom as being an aim of education. He does, however, in numerous places, emphasize that education is of the whole person and that, whatever else it might be about, it involves the development of knowledge and understanding. Being educated, he claims, is incompatible with being narrowly specialized. Moreover, he argues, education enables a person to have a different perspective on things, ?to travel with a different view? [Peters, R. S. (1967). What is an (...)
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  47.  13
    R. S. Peters and J. H. Newman on the Aims of Education.Jānis T. Ozoliņš - 2013 - Educational Philosophy and Theory 45 (2):153-170.
    R. S. Peters never explicitly talks about wisdom as being an aim of education. He does, however, in numerous places, emphasize that education is of the whole person and that, whatever else it might be about, it involves the development of knowledge and understanding. Being educated, he claims, is incompatible with being narrowly specialized. Moreover, he argues, education enables a person to have a different perspective on things, ‘to travel with a different view’ [Peters, R. S.. What is an educational (...)
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  48.  54
    R.S. Peters' 'The Justification of Education' Revisited.Stefaan E. Cuypers - 2012 - Ethics and Education 7 (1):3 - 17.
    In his 1973 paper ?The Justification of Education? R.S. Peters aspired to give a non-instrumental justification of education. Ever since, his so-called ?transcendental argument? has been under attack and most critics conclude that it does not work. They have, however, thrown the baby away with the bathwater, when they furthermore concluded that Peters? justificatory project itself is futile. This article takes another look at Peters? justificatory project. As against a Kantian interpretation, it proposes an axiological-perfectionist interpretation to bring out the (...)
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  49. Lost Feeling of Ownership of One’s Mental States: The Importance of Situating Patient R.B.'s Pathology in the Context of Contemporary Theory and Empiricism.Stan Klein - 2016 - Philosophical Psychology 29 (4):490-493.
    In her re-analysis of the evidence presented in Klein and Nichols (2012) to support their argument that patient R.B. temporarily lost possessory custody of consciously apprehended objects (in this case, objects that normally would be non-inferentially taken as episodic memory), Professor Roache concludes Klein and Nichols's claims are untenable. I argue that Professor Roache is incorrect in her re-interpretation, and that this is due, in part, to lack of sufficient familiarity with psychological theory on memory as well as clinical literature (...)
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  50.  68
    Overcoming Social Pathologies in Education: On the Concept of Respect in R. S. Peters and Axel Honneth.Krassimir Stojanov - 2009 - Philosophy of Education 43 (Supplement s1):161-172.
    The concept of respect plays a central role in several recent attempts to re-actualise the programme of a critical social theory. In Axel Honneth's most prominent version of that concept, respect is closely tied to the sphere of law, and it is limited to the recognition of a Kantian-type moral autonomy of the individual. So interpreted, the concept of respect can only have a very limited application in the field of education, where concern for the particular desires, intentions and beliefs (...)
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