Results for 'Blanche W. Learned'

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  1. Chimpanzee Intelligence and Its Vocal Expressions.Robert M. Yerkes & Blanche W. Learned - 1926 - Humana Mente 1 (1):114-115.
     
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  2.  86
    Chimpanzee Intelligence and its Vocal Expressions. By Robert M. Yerkes and Blanche W. Learned[REVIEW]L. M. C. - 1926 - Philosophy 1 (1):114.
  3.  13
    Notes and News.W. S. Learned - 1913 - Journal of Philosophy, Psychology and Scientific Methods 10 (25):699.
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  4.  37
    The Critical Pragmatism of Alain Locke: A Reader on Value Theory, Aesthetics, Community, Culture, Race, and Education.Nancy Fraser, Astrid Franke, Sally J. Scholz, Mark Helbling, Judith M. Green, Richard Shusterman, Beth J. Singer, Jane Duran, Earl L. Stewart, Richard Keaveny, Rudolph V. Vanterpool, Greg Moses, Charles Molesworth, Verner D. Mitchell, Clevis Headley, Kenneth W. Stikkers, Talmadge C. Guy, Laverne Gyant, Rudolph A. Cain, Blanche Radford Curry, Segun Gbadegesin, Stephen Lester Thompson & Paul Weithman (eds.) - 1999 - Rowman & Littlefield Publishers.
    In its comprehensive overview of Alain Locke's pragmatist philosophy this book captures the radical implications of Locke's approach within pragmatism, the critical temper embedded in Locke's works, the central role of power and empowerment of the oppressed and the concept of broad democracy Locke employed.
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  5.  9
    erusalem's Die Aufgaben des Lehrers. [REVIEW]W. S. Learned - 1913 - Journal of Philosophy 10 (25):696.
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  6.  20
    Die Aufgaben des Lehrers. [REVIEW]W. S. Learned - 1913 - Journal of Philosophy, Psychology and Scientific Methods 10 (25):696-698.
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  7. BLANCHÉ, R. -La Science Physique et le Réalité: Réalisme, Positivisme, Mathématisme. [REVIEW]W. B. Gallie - 1949 - Mind 58:121.
     
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  8.  23
    "What is Learned?"—An empirical enigma.William W. Rozeboom - 1958 - Psychological Review 65 (1):22-33.
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  9.  18
    Learned helplessness and response difficulty.Peter W. Moran & Marion Lewis-Smith - 1979 - Bulletin of the Psychonomic Society 13 (4):250-252.
  10.  22
    When Hyperbole Enters Politics: What Can Be Learned From Antiquity and Our Hyperbolist-In-Chief.W. Robert Connor - 2019 - Arion 26 (3):15-32.
    In lieu of an abstract, here is a brief excerpt of the content:When Hyperbole Enters Politics: What Can Be Learned From Antiquity and Our Hyperbolist-In-Chief W. ROBERT CONNOR introduction: an age of hyperbole Everywhere we turn these days we encounter hyperbole—in the colloquialisms of every day speech, advertising, salesmanship, letters of recommendation, sports-casting, and not least in political discourse. This may be a good moment, then, to open a conversation between ancient and modern understandings of verbal “over-shoot,” as the (...)
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  11.  9
    Intelligent tutoring systems: Lessons learned.W. Lewis Johnson - 1991 - Artificial Intelligence 48 (1):125-134.
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  12.  4
    Adapting the United Nations to a Post-Modern Era: Lessons Learned.W. Knight - 2001 - Springer.
    This volume addresses the central theme of adjusting the United Nations system in light of, firstly, the broadening definition of security, secondly, a perceived shift from modernity to post-modernity; and finally, the contemporary debate about reform, adaptation and institutional learning in multilateral institutions during transnational periods. The UN has not been successful in learning appropriate lessons that could facilitate requisite changes to its structure and operations. Thus the authors in this study focus on the lessons learned from the organizations' (...)
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  13.  35
    Experimental data on different neural mechanisms for learned and unlearned responses.W. N. Kellogg - 1941 - Journal of Experimental Psychology 29 (4):334.
  14.  24
    Passively learned spatial navigation cues evoke reinforcement learning reward signals.Thomas D. Ferguson, Chad C. Williams, Ronald W. Skelton & Olave E. Krigolson - 2019 - Cognition 189 (C):65-75.
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  15.  13
    How workers learnt chemistry.Robert G. W. Anderson - 2014 - Circumscribere: International Journal for the History of Science 14:1-16.
    Most of the time when historians study chemistry the subject dealt with is what might be called élite chemistry. This is chemistry at the cutting edge, chemistry which makes a difference to how we come to understand the properties of matter, molecules, reactions, and so on. Other associated matters which may be explored by historians of chemistry concern social, economic or political relationships with élite chemistry. In this Debus Lecture I want to consider what possibilities there were that the working-class (...)
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  16. 4. The Scholar's Knowledge: The Conversation of the Learned.W. David Shaw - 2004 - In Babel and the Ivory Tower: The Scholar in the Age of Science. University of Toronto Press. pp. 55-75.
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  17.  15
    Failure to observe learned helplessness in rats exposed to inescapable footshock.William W. Beatty - 1979 - Bulletin of the Psychonomic Society 13 (4):272-273.
  18.  18
    Description of the learned response in discrimination behavior.Henry W. Nissen - 1950 - Psychological Review 57 (2):121-131.
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  19.  18
    Building a bird brain: Sculpting neural circuits for a learned behavior.Sarah W. Bottjer - 1997 - Bioessays 19 (12):1109-1116.
    Development in animals is frequently characterized by periods of heightened capacity for both neural and behavioral change. So‐called sensitive periods of development are windows of opportunity in which brain and behavior are most susceptible to modification. Understanding what factors regulate sensitive periods constitutes one of the main goals of developmental neuroscience. Why is the ability to learn complex behavioral patterns often restricted to sensitive periods of development? Songbirds provide a model system for unraveling the mysteries of neural mechanisms of learning (...)
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  20.  71
    Did Wittgenstein Speak with the Vulgar or Think with the Learned? Or Did He do Both?W. Cook John - 2007 - Philosophy 82 (2):213-233.
    Wittgenstein has often been criticized, and even dismissed, for being a patron of ordinary language, a champion of the vernacular, a defender of the status quo. One critic has written: 'When Wittgenstein set up the actual use of language as a standard, that was equivalent to accepting a certain set up of culture and belief as a standard ... It is lucky no such philosophy was thought of until recently or we should still be under the sway of witch doctors (...)
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  21.  29
    The Russian translation project of the american council of learned societies report of progress.W. Chapin Huntington - 1947 - Philosophy and Phenomenological Research 7 (3):492-496.
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  22.  31
    Lessons to Be Learned from Harvard Pilgrim HMO's Fiscal Roller Coaster Ride.Frances H. Miller & Walter W. Miller - 2000 - Journal of Law, Medicine and Ethics 28 (3):287-304.
    The recent high-profile financial difficulties of Harvard Pilgrim Health Care, the largest HMO in Massachusetts and consistently rated as one of the top ten HMOs in the nation, shed light on many problems common to health insurers throughout the country. This article explores those difficulties in the context of the short but complicated history of Harvard Pilgrim, and its regulatory and competitive environments. The state legislation which made a receivership proceeding possible for Harvard Pilgrim offered some protection for subscribers, but (...)
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  23.  49
    Acquisition of instrumental responding following noncontingent reinforcement: Failure to observe “learned laziness” in rats.William W. Beatty & William S. Maki - 1979 - Bulletin of the Psychonomic Society 13 (4):268-271.
  24. Mentoring for Neuroscience and Society Careers: Lessons Learned from the Dana Foundation Career Network in Neuroscience & Society.Dana Foundation Career Network in Neuroscience & Society, Craig W. McFarland, Makenna E. Law, Ivan E. Ramirez, Emily Rodriguez, Ithika S. Senthilnathan, Adam P. Steiner, Kelisha M. Williams & Francis X. Shen - forthcoming - American Journal of Bioethics Neuroscience.
    With the growth of neuroscience research, new neuroscience and society (NeuroX) fields like neuroethics, neurolaw, neuroarchitecture, neuroeconomics, and many more have emerged. In this article we report on lessons learned about mentoring students in the interdisciplinary space of neuroscience and society. We draw on our experiences with the recently launched Dana Foundation Career Network in Neuroscience & Society. This resource supports educators and practitioners mentoring students aiming to apply neuroscience in diverse fields beyond medicine and biomedical science. Through our (...)
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  25.  30
    On "learning without awareness of what is being learned.".F. W. Irwin, K. Kauffman, G. Prior & H. B. Weaver - 1934 - Journal of Experimental Psychology 17 (6):823.
  26.  11
    Unemployment in the Learned Professions. [REVIEW]Paul W. Emery - 1938 - Zeitschrift für Sozialforschung 7 (1-2):278-278.
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  27.  19
    Proinsias MacCana, The Learned Tales of Medieval Ireland. Dublin: Dublin Institute for Advanced Studies, 1980. Pp. ix, 159. £4.50. [REVIEW]Gareth W. Dunleavy - 1981 - Speculum 56 (4):934.
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  28.  42
    Review of “What I Learned in Medical School,” ed. K. M. Takakuwa, N. Rubashkin and K. E. Herzig, University of California Press: Berkeley, 2004. [REVIEW]Schuyler W. Henderson - 2007 - Journal of Medical Humanities 28 (2):115-117.
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  29.  48
    Of Learned IgnoranceNicholas Cusanus Fr. Germain Heron W. Stark.William Hay - 1955 - Isis 46 (4):373-374.
  30.  13
    Editorial-special issue: Symposium medical research ethics at the millennium: What have we learned?-Infectious causation of disease: An evolutionary perspective.Gregory M. Cochran, Paul W. Ewald & Kyle D. Cochran - 2000 - Perspectives in Biology and Medicine 43 (3):406-448.
  31.  25
    Competing response decrement as a measure of escape learning and memory in young mice: Effect of learned inhibition, maturation, or age-dependent shock sensitivity?Z. Michael Nagy, James W. Burley & Linda K. Kikstadt - 1977 - Bulletin of the Psychonomic Society 10 (1):21-24.
  32.  34
    Maintenance of Voluntary Self-regulation Learned through Real-Time fMRI Neurofeedback.Fabien Robineau, Djalel E. Meskaldji, Yury Koush, Sebastian W. Rieger, Christophe Mermoud, Stephan Morgenthaler, Dimitri Van De Ville, Patrik Vuilleumier & Frank Scharnowski - 2017 - Frontiers in Human Neuroscience 11.
  33.  30
    The effects of noncontingent reinforcement on the behavior of a previously learned running response.Richard S. Calef, Michael C. Choban, Marcus W. Dickson, Paul D. Newman, Maureen Boyle, Nikki D. Baxa & E. Scott Geller - 1989 - Bulletin of the Psychonomic Society 27 (3):263-266.
  34.  37
    Do's and dont's for ethics committees: Practical lessons learned in the netherlands. [REVIEW]Marcel Verweij, Frans W. A. Brom & Alex Huibers - 2000 - HEC Forum 12 (4):344-357.
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  35.  36
    Physician Remuneration Methods for Family Physicians in Canada: Expected Outcomes and Lessons Learned[REVIEW]Dominika W. Wranik & Martine Durier-Copp - 2010 - Health Care Analysis 18 (1):35-59.
    Canada is a leader in experimenting with alternative, non fee for service provider remuneration methods; all jurisdictions have implemented salaries and payment models that blend fee for service with salary or capitation components. A series of qualitative interviews were held with 27 stakeholders in the Canadian health care system to assess the reasons and expectations behind the implementation of these payment methods for family physicians, as well as the extent to which objectives have been achieved. Results indicate that the main (...)
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  36. Morality, self, and others.W. D. Falk - 2008 - In Paul Bloomfield (ed.), Morality and Self-Interest. New York: Oxford University Press.
    One would hardly be a human being if the good of others, or of society at large, could not weigh with one as a cogent reason for doing what will promote goodness. So one has not fully learned about living like a rational and moral being unless one has learned to appreciate that one ought to do things out of regard for others, and not only out of regard for oneself. In the first place, not everything done for (...)
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  37.  56
    Schooling in Persona: Imagination and Subordination in Roman Education.W. Martin Bloomer - 1997 - Classical Antiquity 16 (1):57-78.
    This article explores the relationship between Roman school texts and the socialization of the student into an elite man. I argue that composition and declamation communicated social values; in fact, the rhetorical education of the late republic and the empire was a process of socialization that produced a definite subjectivity in its elite participants. I treat two genres of Roman school texts: the expansions on a set theme known as declamation and the bilingual, Greek and Latin, writing exercises known as (...)
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  38.  26
    Ways of Going On: An Analysis of Skill Applied to Medical Practice.W. E. Bijker, G. H. de Vries & H. M. Collins - 1997 - Science, Technology and Human Values 22 (3):267-285.
    Humans do two types of actions, polimorphic actions and mimeomorphic actions. The ability to carry out polimorphic actions cannot be mastered outside of socialization. Mimeomorphic actions, however, can be learned in other ways; sometimes, they can be learned away from the context of practice. Polimorphic actions cannot be mimicked by machines, but some mimeomorphic actions can. Other mimeomorphic actions are too complex to mechanize. Actions that cannot be mechanized because they are physically complicated should not be confused with (...)
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  39.  38
    Interestingness.W. T. Stace - 1944 - Philosophy 19 (74):233-.
    I propose to fashion this paper after the pattern of a conventional sermon. That is, I shall begin by taking a text, and shall then elaborate on it. My text is a sentence of Whitehead, and it reads as follows: “It is more important that a proposition be interesting than that it be true; the importance of truth is that it adds to interest.” To my knowledge Whitehead makes this identical remark at least twice in his writings. It appears in (...)
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  40. Grande Sertão: Veredas by João Guimarães Rosa.Felipe W. Martinez, Nancy Fumero & Ben Segal - 2013 - Continent 3 (1):27-43.
    INTRODUCTION BY NANCY FUMERO What is a translation that stalls comprehension? That, when read, parsed, obfuscates comprehension through any language – English, Portuguese. It is inevitable that readers expect fidelity from translations. That language mirror with a sort of precision that enables the reader to become of another location, condition, to grasp in English in a similar vein as readers of Portuguese might from João Guimarães Rosa’s GRANDE SERTÃO: VEREDAS. There is the expectation that translations enable mobility. That what was (...)
     
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  41.  21
    Thought — From the Learned Societies of Canada. 1960. Toronto, W. J. Gage. 1961. Pp. 250. $5.00. [REVIEW]George Grant - 1962 - Dialogue 1 (1):100-101.
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  42.  12
    You Know, I Learned Something Today.Henry Jacoby - 2013 - In Robert Arp & Kevin S. Decker (eds.), The Ultimate South Park and Philosophy. Wiley. pp. 19–28.
    “The Ethics of Belief,” by W.K. Clifford, explains the potential harm of believing just anything. In this chapter Stan Marsh shows off his critical thinking skills as he takes on TV psychics, various cults, and unsupported religious beliefs in a way that would've made Clifford proud. The chapter examines how Stan exposes the frauds and harms they bring, while defending scientific thinking and a healthy skepticism. Beliefs are acquired in various ways, most notably by observation and authority. Many people say (...)
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  43.  28
    It's been a pleasure, but that's not why I did it. Are Sober and Wilson too generous toward their selfish brethren?W. A. Rottschaefer - 2000 - Journal of Consciousness Studies 7 (1-2):1-2.
    Sober and Wilson demonstrate convincingly the fallacies of arguments for fundamental biological and psychological selfishness and establish the plausibility of both biological and psychological altruism. However, I suggest that they are more generous to proponents of fundamental selfishness than they need be and that morality is closer to our evolved and learned capacities than they suggest. I am less generous toward advocates of fundamental selfishness than are our altruistic authors.
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  44.  28
    (1 other version)What Lessons Can We Learn?W. A. Hart - 2012 - Journal of Philosophy of Education 46 (4):663-673.
    It has become commonplace to ask, whenever anything has gone wrong, what lessons can be learned from the experience. But the appearance of open-endedness in that question is misleading: not every answer that we could give to it is acceptable. There are, in the context of such a question, tacit constraints in what counts as a valid lesson to be learned. The article considers what these constraints might be and the different kinds of lessons one might learn from (...)
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  45.  28
    De wiskundige rede.W. N. A. Klever - 1984 - Tijdschrift Voor Filosofie 46 (4):611 - 642.
    Philosophers of science don't very often discuss the place of mathematics between other sciences or the meaning of mathematics for other sciences. They consider mathematics as a formal language with mainly analytical statements about the use of symbols (Carnap, Russell, Ayer ). Originally Wittgenstein defended this formalistic interpretation of mathematics in his TLP. Gradually, however, he develops himself towards an intuitionistic and ontological position, in which mathematics is conceived as the central and therefore normative part of our thought (of course (...)
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  46.  38
    Views on strategies for higher agricultural education in support of agricultural and rural development.W. D. Maalouf - 1988 - Agriculture and Human Values 5 (4):40-49.
    Agricultural and rural development programs can only succeed if they are based on effective participation and support of actors from the policymaking stage through all levels, including field personnel and primary producers. But these actors must possess the knowledge, attitude, and skills necessary to execute their tasks. For this reason, agricultural education and training has an integral part to play in any agricultural and rural development effort. The Food and Agricultural Organization (FAO) of the United Nations has made significant contributions (...)
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  47.  9
    Endolegomena: From Ostension to Quantification.W. V. Quine - 2019 - In Robert Sinclair (ed.), Science and Sensibilia by W. V. Quine: The 1980 Immanuel Kant Lectures. Cham: Palgrave Macmillan.
    In this second lecture, Quine provides a further rational reconstruction of human progress from sensory stimulation to our current scientific theory. This project consists in his further speculations concerning how we have acquired cognitive language. Here, Quine talks of observation sentences and explains how he thinks they can be learned by ostension. This leads him to further speculate concerning how we could master standing sentences, predication and the use of relative clauses. At this stage the language learner has acquired (...)
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  48.  32
    Trusting the Author: On Narrative Tension and the Puzzle of Audience Anxiety.W. Scott Clifton - 2016 - Philosophy and Literature 40 (2):325-346.
    In the opening episode of season four of the AMC network’s television show Breaking Bad, the attentive viewer reaches a point at which it’s difficult to see how the show’s heroes, Walter White and Jesse Pinkman, will escape death. The two are chemists and manufacturers of crystal methamphetamine for drug kingpin Gus Fring. At the end of the previous season they had picked up on Fring’s plans to kill them and replace them with another chemist, Gale Boetticher, who by then (...)
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  49.  55
    Fact and Destiny.W. E. Hocking - 1950 - Review of Metaphysics 4 (1):1 - 12.
    For--whatever our eventual sphere of control--the realm of fact is there first and always for our docility. Observ- ing is mental submission. Bacon is right: to master nature we must first obey her. Facts are to be received, learned, set in order: but who will say they are to be understood? They cannot be deduced: they are what they are. Here we meet the problem of these lectures. If man is to fathom his destiny, not to say guide it, (...)
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  50.  10
    Within Reason: A Guide to Non-Deductive Reasoning.John W. Burbidge - 1990 - Peterborough, Ontario, Canada: Broadview Press.
    Seldom does human reasoning fit the standards of deduction. Yet logicians have tended to use the strict standards of deductive validity for assessing all inferences. _Within Reason_ develops instead a way of assessing arguments and inferences that is directly appropriate to the non-deductive forms people regularly use. It uses analogy, and argument from analogy, to provide a thread that unites various forms: raising objections, inductions of various sorts, arguments to explanation, and arguments to action. The discussion is developed progressively, at (...)
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