Results for 'F. Michael Perko'

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  1.  20
    Book Review Section 1. [REVIEW]Kenneth D. Mccracken, Erskine S. Dottin, Henry Grunder, James C. Carper, J. J. Chambliss, Patricia Anne Carter, George R. Knight, F. Michael Perko & Paul A. Wagner - 1986 - Educational Studies 17 (4):550-598.
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  2.  56
    Book Review Section 3. [REVIEW]Phillip L. Smith, Lawrence D. Klein, Kristin Egelhof, Neela Trivedi, Mary P. Hoy, Harold J. Frantz, J. Theodore Klein, Phillip H. Steedman, William E. Roweton, Mary Jeanne Munroe, Larry Janes, Beverly Lindsay, Ellen Hay Schiller, Paul Albert Emoungu, F. Michael Perko, Susan Frissell, Stephen K. Miller, Samuel M. Vinocur, Fred D. Gilbert Jr, Elizabeth Sherman Swing & Gerald A. Postiglione - 1981 - Educational Studies 12 (4):483-514.
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  3.  31
    Book Review Section 1. [REVIEW]Adeline Becker, Carol T. Gallagher, Gordon Hoke, Keith L. Raitz, Mary Manke, Linda S. Levstik, Guy B. Senese, F. Michael Perko, Barbara Brenzel & Wade A. Carpenter - 1989 - Educational Studies 20 (3):247-295.
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  4.  36
    Book Review Section 2. [REVIEW]Andrew J. Bush, George G. Noblit, Arthur W. Anderson, Don Hossler, Michael V. Belok, Harold Kahler, Robert Newton Burger, L. Glenn Smith, Virginia Underwood, Ruth W. Bauer, Joseph M. McCarthy, Albert E. Bender, E. Sidney Vaughan Iii, Joan K. Smith, Spencer J. Maxcy, Jorge Jeria, F. Michael Perko, Robert Craig & James Anasiewicz - 1981 - Educational Studies 12 (4):459-483.
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  5. A challenge to the followers of Lakatos.F. Michael Akeroyd - 1986 - British Journal for the Philosophy of Science 37 (3):359-362.
  6.  73
    Prediction and the Periodic Table: a response to Scerri and Worrall.F. Michael Akeroyd - 2003 - Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 34 (2):337-355.
    In a lengthy article E. Scerri and J. Worrall put forward the case for a novel ‘accommodationist’ version of the events surrounding the development of Mendeleef's Periodic Table 1869–1899. However these authors lay undue stress on the fact that President of the Royal Society of London Spottiswoode made absolutely no mention of Mendeleef's famous predictions in the Davy Medal eulogy in 1883 and undue stress on the fact that Cleve's classic 1879 Scandium paper contained an acknowledgement of Mendeleef's prior prediction (...)
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  7.  34
    God and Privacy.F. Michael McLain - 1992 - Faith and Philosophy 9 (3):369-386.
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  8. Popper's Evolutionary Epistemology Revamped.F. Michael Akeroyd - 2004 - Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 35 (2):385 - 396.
    In a paper entitled “Revolution in Permanence”, published in the collection “Karl Popper: Philosophy and Problems”, John Worrall (1995) severely criticised several aspects of Karl Popper’s work before commenting that “I have no doubt that, given suffi-cient motivation, a case could be constructed on the basis of such remarks that Popper had a more sophisticated version of theory production......” (p. 102). Part of Worrall’s criticism is directed at a “strawpopper”: in his “Darwinian Model” emphasising the similarities and differences between genetic (...)
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  9.  12
    Popper's Evolutionary Epistemology Revamped.F. Michael Akeroyd - 2004 - Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 35 (2):385-396.
    In a paper entitled "Revolution in Permanence", published in the collection "Karl Popper: Philosophy and Problems", John Worrall severely criticised several aspects of Karl Popper's work before commenting that "I have no doubt that, given sufficient motivation, a case could be constructed on the basis of such remarks that Popper had a more sophisticated version of theory production......". Part of Worrall's criticism is directed at a "strawpopper": in his "Darwinian Model" emphasising the similarities and differences between genetic mutation, variation in (...)
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  10.  23
    Conceptual Aspects of Theory Appraisal: Some Biochemical Examples.F. Michael Akeroyd - 1997 - Hyle 3 (1):95 - 102.
    This paper considers papers on conceptual analysis by Laudan (1981) and Whitt (1989) and relates them to three biochemical episodes: (1) the modern 'biochemical explanation' of acupuncture; (2) the chemio-osmotic hypothesis of oxidative phosphorylation; (3) the theory of the complete digestion of proteins in the gut. The advantages of including philosophical debate in chemical/biochemical undergraduate courses is then discussed.
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  11.  32
    Why was a Fuzzy Model so Successful in Physical Organic Chemistry?F. Michael Akeroyd - 2000 - Hyle 6 (2):161 - 173.
    This paper examines a facet of the rise of the Hughes-Ingold Theory of Nucleophilic Substitution in Organic Chemistry 1933-1942, arguing that the SN1/SN2 model of reaction mechanism used by Hughes and Ingold is an example of a fuzzy model. Many real world 'Fuzzy Logic' Controlling Devices gave better results compared to classical logic controlling devices in the period 1975-1985. I propose that the adoption of fuzzy principles in the Hughes-Ingold program 1933-1940 led to scientific advance at a time when the (...)
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  12. Mechanistic Explanation versus Deductive-Nomological Explanation.F. Michael Akeroyd - 2008 - Foundations of Chemistry 10 (1):39-48.
    This paper discusses the important paper by Paul Thagard on the pathway version of mechanistic explanation that is currently used in chemical explanation. The author claims that this method of explanation has a respectable pedigree and can be traced back to the Chemical Revolution in the arguments used by the Lavoisier School in their theoretical duels with Richard Kirwan, the proponent of a revised phlogistonian theory. Kirwan believed that complex chemical reactions could be explained by recourse to affinity tables that (...)
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  13.  47
    Philosophy of science and history3 of science: A non troubling interaction.F. Michael Akeroyd - 2002 - Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 33 (1):159-162.
    Cassandra Pinnick and George Gale (Journal for General Phisophy of Science 31, 109–125) examined the post-Lakatos period of historical cum philosophical case studies and concluded that a new methodology is required. Lakatos' proposed ‘history2’ (the theory- and value-laden reconstruction of history1, the set of historical events) was criticised. Recently a group of scholars have been pursuing a methodology which could be described as history 3, a history1 account of the interaction between the significant scientific papers published during the time period (...)
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  14. The lavoisier revolution: Some philosophical aspects.F. Michael Akeroyd - 2002 - Kem. Ind 51:393-396.
     
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  15.  24
    Intentional and incidental learning in children and the von Restorff effect.F. Michael Rabinowitz & Susan R. Andrews - 1973 - Journal of Experimental Psychology 100 (2):315.
  16.  18
    Children's choice behavior as a function of stimulus change, complexity, relative novelty, surprise, and uncertainty.F. Michael Rabinowitz & Charlotte V. Robe - 1968 - Journal of Experimental Psychology 78 (4p1):625.
  17.  18
    Postreinforcement interval, intertrial interval, and the delay-retention effect under distraction conditions.F. Michael Rabinowitz & Mary L. Paynter - 1969 - Journal of Experimental Psychology 81 (1):177.
  18.  30
    Significant connections between philosophy of science and science education.F. Michael Connelly - 1974 - Studies in Philosophy and Education 8 (4):245-257.
  19.  66
    The foundations of modern organic chemistry: The rise of the highes and Ingold theory from 1930–1942. [REVIEW]F. Michael Akeroyd - 2000 - Foundations of Chemistry 2 (2):99-125.
    The foundations of modern organic chemistry were laid by the seminal work of Hughes and Ingold. The rise from being an interesting alternative hypothesis in 1933 to being the leading theory (outside the USA) in 1942 was achieved by a multiplicity of methods. This include:the construction of a new scientific notation, the rationalisation of some seemingly contradictory reported data, the refutation of the experimental work of one of their persistent critics, the use of conceptual arguments and also the achievement of (...)
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  20.  51
    Reply to Psarros: Popper and chemistry. [REVIEW]F. Michael Akeroyd - 2000 - Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 31 (1):127-131.
    In this article I reply to criticism of my published work by N. Psarros (Journal for the General Philosophy of Science 28: 297–305,1997). I show that I had already answered the first criticism in my published work and not overlooked his supposed refutation. However I offer a plausible argument which he could have used to strengthen his claim. Psarros cites my work on Hopkins in his opening paragraph, but then makes no further reference to it in the text. I indicated (...)
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  21.  8
    On measuring (in)dependence of cognitive processes.Mark L. Howe, F. Michael Rabinowitz & Malcolm J. Grant - 1993 - Psychological Review 100 (4):737-747.
  22.  27
    New Dimensions in Philosophical Theology. [REVIEW]F. Michael McLain - 1986 - Faith and Philosophy 3 (1):94-97.
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  23. The Christian faith—a personal report.Torrance T. F. Michael Polanyi - 1998 - Tradition and Discovery 24 (1).
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  24.  16
    K. T. Fann, Peirce's Theory of Abduction, The Hague: Martinus Nijhoff, 1970. 62 pp., £1.25 p/b. [REVIEW]F. Michael Walsh - 1972 - Philosophy 47 (182):377-.
  25.  21
    Modality and the transformation problem in paired-associate learning of children.Sally Diveley & F. Michael Rabinowitz - 1974 - Journal of Experimental Psychology 103 (5):907.
  26.  11
    Development, learning, and consciousness.Mark L. Howe & F. Michael Rabinowitz - 1994 - Behavioral and Brain Sciences 17 (3):407-407.
  27.  9
    Component and configurational learning in children: Additional data.Joseph C. Campione, Michael McGrath & F. Michael Rabinowitz - 1971 - Journal of Experimental Psychology 88 (1):137.
  28.  3
    The cartoon introduction to philosophy.Michael F. Patton - 2015 - New York: Hill and Wang, a division of Farrar, Straus and Giroux. Edited by Kevin Cannon.
    An illustrated introduction to the major subjects of Western philosophy, guided by Heraclitus.
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  29.  15
    Cultivating Curious and Creative Minds: The Role of Teachers and Teacher Educators, Part I.Annette D. Digby, Gadi Alexander, Carole G. Basile, Kevin Cloninger, F. Michael Connelly, Jessica T. DeCuir-Gunby, John P. Gaa, Herbert P. Ginsburg, Angela McNeal Haynes, Ming Fang He, Terri R. Hebert, Sharon Johnson, Patricia L. Marshall, Joan V. Mast, Allison W. McCulloch, Christina Mengert, Christy M. Moroye, F. Richard Olenchak, Wynnetta Scott-Simmons, Merrie Snow, Derrick M. Tennial, P. Bruce Uhrmacher, Shijing Xu & JeongAe You (eds.) - 2009 - R&L Education.
    Presents a plethora of approaches to developing human potential in areas not conventionally addressed. Organized in two parts, this international collection of essays provides viable educational alternatives to those currently holding sway in an era of high-stakes accountability.
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  30.  25
    Modeling adaptation in the next generation: A developmental perspective.Mark L. Howe, William A. Montevecchi, F. Michael Rabsnowitz & Michael J. Stones - 1991 - Behavioral and Brain Sciences 14 (1):100-101.
  31.  23
    Full-time objections to part-time objects.Michael F. Patton - 1991 - Philosophical Papers 20 (3):173-181.
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  32. The transparency of experience.Michael G. F. Martin - 2002 - Mind and Language 17 (4):376-425.
    A common objection to sense-datum theories of perception is that they cannot give an adequate account of the fact that introspection indicates that our sensory experiences are directed on, or are about, the mind-independent entities in the world around us, that our sense experience is transparent to the world. In this paper I point out that the main force of this claim is to point out an explanatory challenge to sense-datum theories.
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  33. Knowledge and Control: New Directions for the Sociology of Education.Michael F. D. Young - 1972 - British Journal of Educational Studies 20 (2):247.
  34. The limits of self-awareness.Michael G. F. Martin - 2004 - Philosophical Studies 120 (1-3):37-89.
    The disjunctive theory of perception claims that we should understand statements about how things appear to a perceiver to be equivalent to statements of a disjunction that either one is perceiving such and such or one is suffering an illusion (or hallucination); and that such statements are not to be viewed as introducing a report of a distinctive mental event or state common to these various disjoint situations. When Michael Hinton first introduced the idea, he suggested that the burden (...)
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  35.  39
    Human Rights as Politics and Idolatry.Michael Ignatieff, Kwame Anthony Appiah, David A. Hollinger, Thomas W. Laqueur & Diane F. Orentlicher - 2001 - Princeton: Princeton University Press.
    "These essays make a splendid book. Ignatieff's lectures are engaging and vigorous; they also combine some rather striking ideas with savvy perceptions about actual domestic and international politics.
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  36. On being alienated.Michael G. F. Martin - 2006 - In Tamar S. Gendler & John Hawthorne (eds.), Perceptual Experience. Oxford University Press.
    Disjunctivism about perceptual appearances, as I conceive of it, is a theory which seeks to preserve a naïve realist conception of veridical perception in the light of the challenge from the argument from hallucination. The naïve realist claims that some sensory experiences are relations to mind-independent objects. That is to say, taking experiences to be episodes or events, the naïve realist supposes that some such episodes have as constituents mind-independent objects. In turn, the disjunctivist claims that in a case of (...)
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  37.  59
    The Philosophical Rupture Between Fichte and Schelling: Selected Texts and Correspondence (1800-1802).J. G. Fichte, F. W. J. Schelling, Michael G. Vater & David W. Wood - 2012 - State University of New York Press.
    Correspondence and texts by Fichte and Schelling illuminate their thought and the trajectory of their philosophical falling out.
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  38. Howard Pollio.Michael J. Apter, James Reason, Geoffrey Underwood, Thomas H. Carr, Graham F. Reed, Richard A. Block & Peter W. Sheehan - 1979 - In Geoffrey Underwood & Robin Stevens (eds.), Aspects of Consciousness. Academic Press.
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  39. Human Rights as Politics and Idolatry.Michael Ignatieff, K. Anthony Appiah, David A. Hollinger, Thomas W. Laqueur, Diane F. Orentlicher & A. Gutmann - 2001 - Tijdschrift Voor Filosofie 65 (1):177-178.
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  40. Bodily awareness: A sense of ownership.Michael G. F. Martin - 1995 - In Jose Luis Bermudez, Anthony J. Marcel & Naomi M. Eilan (eds.), The Body and the Self. MIT Press. pp. 267–289.
  41.  19
    Chronometric analysis of classification.Michael I. Posner & Ronald F. Mitchell - 1967 - Psychological Review 74 (5):392-409.
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  42. Setting things before the mind.Michael G. F. Martin - 1998 - In Anthony O'Hear (ed.), Current Issues in Philosophy of Mind. Cambridge University Press. pp. 157--179.
    Listening to someone from some distance in a crowded room you may experience the following phenomenon: when looking at them speak, you may both hear and see where the source of the sounds is; but when your eyes are turned elsewhere, you may no longer be able to detect exactly where the voice must be coming from. With your eyes again fixed on the speaker, and the movement of her lips a clear sense of the source of the sound will (...)
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  43.  58
    Toward a heideggerean ethos for radical environmentalism.Michael F. Zimmerman - 1983 - Environmental Ethics 5 (2):99-131.
    Recently several philosophers have argued that environmental reform movements cannot halt humankind’s destruction of the biosphere because they still operate within the anthropocentric humanism that forms the root of the ecological crisis. According to “radical” environmentalists, disaster can be averted only if we adopt a nonanthropocentric understanding of reality that teaches us to live harmoniouslyon the Earth. Martin Heidegger agrees that humanism leads human beings beyond their proper limits while forcing other beings beyond their limits as weIl. The doctrine of (...)
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  44. Perception, concepts, and memory.Michael G. F. Martin - 1992 - Philosophical Review 101 (4):745-63.
  45. Out of the past: Episodic recall as retained acquaintance.Michael G. F. Martin - 2001 - In Christoph Hoerl & Teresa McCormack (eds.), Time and Memory. Oxford University Press. pp. 257--284.
    Book description: The capacity to represent and think about time is one of the most fundamental and least understood aspects of human cognition and consciousness. This book throws new light on central issues in the study of the mind by uniting, for the first time, psychological and philosophical approaches dealing with the connection between temporal representation and memory. Fifteen specially written essays by leading psychologists and philosophers investigate the way in which time is represented in memory, and the role memory (...)
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  46.  5
    Responding to the sacred: an inquiry into the limits of rhetoric.Michael F. Bernard-Donals & Kyle Jensen (eds.) - 2021 - University Park, Pennsylvania: The Pennsylvania State University Press.
    A collection of essays examining the extent to which rhetoric's relation to the sacred is one of ineffability and how our response to the sacred integrates the divine (or the altogether other) into the human order.
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  47.  39
    Beyond the Number Domain.Elizabeth M. Brannon Jessica F. Cantlon, Michael L. Platt - 2009 - Trends in Cognitive Sciences 13 (2):83.
  48. The reality of appearances.Michael G. F. Martin - 1997 - In M. Sainsbury (ed.), Thought and Ontology. Franco Angeli.
     
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  49.  24
    Heidegger, Education, and Modernity.Michael A. Peters, Valerie Allen, Ares D. Axiotis, Michael Bonnett, David E. Cooper, Patrick Fitzsimons, Ilan Gur-Ze'ev, Padraig Hogan, F. Ruth Irwin, Bert Lambeir, Paul Smeyers, Paul Standish & Iain Thomson - 2002 - Rowman & Littlefield Publishers.
    Martin Heidegger is, perhaps, the most controversial philosopher of the twentieth-century. Little has been written on him or about his work and its significance for educational thought. This unique collection by a group of international scholars reexamines Heidegger's work and its legacy for educational thought.
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  50. Characterizing cognition in ADHD: beyond executive dysfunction.F. Xavier Castellanos, Edmund J. S. Sonuga-Barke, Michael P. Milham & Rosemary Tannock - 2006 - Trends in Cognitive Sciences 10 (3):117-123.
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