Results for 'W. Meadow'

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  1.  29
    Pliny on the Smaragdus.J. W. Meadows - 1945 - The Classical Review 59 (02):50-51.
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  2. Aleven, VAWMM, 147 Altmann, EM, 39, 233 Anderson, JR, 85 Bever, TG, 393.R. M. Bongers, F. Chang, N. Chater, P. C. H. Cheng, J. Eisner, R. M. French, N. Furl, P. Garber, S. Goldin-Meadow & W. Greiff - 2002 - Cognitive Science 26 (835):836.
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  3. Two arguments against the generic multiverse.Toby Meadows - forthcoming - Review of Symbolic Logic:1-33.
    This paper critically examines two arguments against the generic multiverse, both of which are due to W. Hugh Woodin. Versions of the first argument have appeared a number of times in print, while the second argument is relatively novel. We shall investigate these arguments through the lens of two different attitudes one may take toward the methodology and metaphysics of set theory; and we shall observe that the impact of these arguments depends significantly on which of these attitudes is upheld. (...)
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  4. 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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  5.  16
    W. H. Brock & A. J. Meadows. The Lamp of Learning. Taylor & Francis and the Development of Science Publishing. London: Taylor & Francis, 1984. Pp. xvi + 240. ISBN 0-85066-253-2. £15.00. [REVIEW]David Knight - 1986 - British Journal for the History of Science 19 (3):365-366.
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  6.  12
    The Lamp of Learning: Two Centuries of Publishing at Taylor & Francis. W. H. Brock, A. J. Meadows.James A. Secord - 2001 - Isis 92 (2):366-367.
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  7.  5
    The Lamp of Learning: Two Centuries of Publishing at Taylor & Francis by W. H. Brock; A. J. Meadows. [REVIEW]James Secord - 2001 - Isis 92:366-367.
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  8.  21
    The Lamp of Learning: Taylor & Francis and the Development of Science Publishing by W. M. Brock; A. J. Meadows. [REVIEW]Arnold Thackray - 1986 - Isis 77:147-148.
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  9. Gesture, sign, and language: The coming of age of sign language and gesture studies.Susan Goldin-Meadow & Diane Brentari - 2017 - Behavioral and Brain Sciences 40:1-82.
    How does sign language compare with gesture, on the one hand, and spoken language on the other? Sign was once viewed as nothing more than a system of pictorial gestures without linguistic structure. More recently, researchers have argued that sign is no different from spoken language, with all of the same linguistic structures. The pendulum is currently swinging back toward the view that sign is gestural, or at least has gestural components. The goal of this review is to elucidate the (...)
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  10. A reconstruction of steel’s multiverse project.Penelope Maddy & Toby Meadows - 2020 - Bulletin of Symbolic Logic 26 (2):118-169.
    This paper reconstructs Steel’s multiverse project in his ‘Gödel’s program’ (Steel [2014]), first by comparing it to those of Hamkins [2012] and Woodin [2011], then by detailed analysis what’s presented in Steel’s brief text. In particular, we reconstruct his notion of a ‘natural’ theory, describe his multiverse axioms and his translation function, and assess the resulting status of the Continuum Hypothesis. In the end, we reconceptualize the defect that Steel thinks CH might suffer from and isolate what it would take (...)
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  11.  21
    Transitions in concept acquisition: Using the hand to read the mind.Susan Goldin-Meadow, Martha Wagner Alibali & R. Breckinridge Church - 1993 - Psychological Review 100 (2):279-297.
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  12.  33
    The mismatch between gesture and speech as an index of transitional knowledge.R. Breckinridge Church & Susan Goldin-Meadow - 1986 - Cognition 23 (1):43-71.
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  13.  10
    Silence is liberating: Removing the handcuffs on grammatical expression in the manual modality.Susan Goldin-Meadow, David McNeill & Jenny Singleton - 1996 - Psychological Review 103 (1):34-55.
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  14.  6
    The art of wayfinding: discover your inner guide on & off the mat.Meadow DeVor - 2020 - Woodbury, Minnesota: Llewellyn Publications.
    This is a personal development book that teaches a powerful tool for self-inquiry embodied through a practice of yoga. This book solves the problem of feeling stuck, lost, or confused. The solution is a powerful inner navigation technique that will help readers find their way.
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  15.  43
    Gesturing Saves Cognitive Resources When Talking About Nonpresent Objects.Raedy Ping & Susan Goldin-Meadow - 2010 - Cognitive Science 34 (4):602-619.
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  16.  18
    Watching language grow in the manual modality: Nominals, predicates, and handshapes.S. Goldin-Meadow, D. Brentari, M. Coppola, L. Horton & A. Senghas - 2015 - Cognition 136 (C):381-395.
    All languages, both spoken and signed, make a formal distinction between two types of terms in a proposition – terms that identify what is to be talked about (nominals) and terms that say something about this topic (predicates). Here we explore conditions that could lead to this property by charting its development in a newly emerging language – Nicaraguan Sign Language (NSL). We examine how handshape is used in nominals vs. predicates in three Nicaraguan groups: (1) homesigners who are not (...)
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  17.  32
    Engaging with environmental stakeholders: Routes to building environmental capabilities in the context of the low carbon economy.Polina Baranova & Maureen Meadows - 2017 - Business Ethics: A European Review 26 (2):112-129.
    The transition to a low carbon economy demands new strategies to enable organizations to take advantage of the potential for “green” growth. An organization's environmental stakeholders can provide opportunities for growth and support the success of its low carbon strategies, as well as potentially acting as a constraint on new initiatives. Building environmental capabilities through engagement with environmental stakeholders is conceptualized as an important aspect for the success of organizational low carbon strategies. We examine capability building across a range of (...)
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  18.  21
    The resilience of combinatorial structure at the word level: morphology in self-styled gesture systems.Susan Goldin-Meadow, Carolyn Mylander & Cynthia Butcher - 1995 - Cognition 56 (3):195-262.
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  19.  30
    Language in the two-year old.Susan Goldin-Meadow, Martin E. P. Seligman & Rochel Gelman - 1976 - Cognition 4 (2):189-202.
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  20.  39
    Expressing generic concepts with and without a language model.Susan Goldin-Meadow, Susan A. Gelman & Carolyn Mylander - 2005 - Cognition 96 (2):109-126.
  21.  31
    The gestures ASL signers use tell us when they are ready to learn math.Susan Goldin-Meadow, Aaron Shield, Daniel Lenzen, Melissa Herzig & Carol Padden - 2012 - Cognition 123 (3):448-453.
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  22.  49
    The Impact of Time on Predicate Forms in the Manual Modality: Signers, Homesigners, and Silent Gesturers.Susan Goldin-Meadow - 2015 - Topics in Cognitive Science 7 (1):169-184.
    It is difficult to create spoken forms that can be understood on the spot. But the manual modality, in large part because of its iconic potential, allows us to construct forms that are immediately understood, thus requiring essentially no time to develop. This paper contrasts manual forms for actions produced over three time spans—by silent gesturers who are asked to invent gestures on the spot; by homesigners who have created gesture systems over their life spans; and by signers who have (...)
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  23. Thought before language: Do we think ergative.Susan Goldin-Meadow - 2003 - In Dedre Getner & Susan Goldin-Meadow (eds.), Language in Mind: Advances in the Study of Language and Thought. MIT Press. pp. 493--522.
     
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  24.  62
    Should the “Slow Code” Be Resuscitated?John D. Lantos & William L. Meadow - 2011 - American Journal of Bioethics 11 (11):8-12.
    Most bioethicists and professional medical societies condemn the practice of ?slow codes.? The American College of Physicians ethics manual states, ?Because it is deceptive, physicians or nurses should not perform half-hearted resuscitation efforts (?slow codes?).? A leading textbook calls slow codes ?dishonest, crass dissimulation, and unethical.? A medical sociologist describes them as ?deplorable, dishonest and inconsistent with established ethical principles.? Nevertheless, we believe that slow codes may be appropriate and ethically defensible in situations in which cardiopulmonary resuscitation (CPR) is likely (...)
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  25.  11
    Gesture and language: Distinct subsystem of an integrated whole.Susan Goldin-Meadow & Diane Brentari - 2017 - Behavioral and Brain Sciences 40.
    The commentaries have led us to entertain expansions of our paradigm to include new theoretical questions, new criteria for what counts as a gesture, and new data and populations to study. The expansions further reinforce the approach we took in the target article: namely, that linguistic and gestural components are two distinct yet integral sides of communication, which need to be studied together.
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  26.  24
    Mental Transformation Skill in Young Children: The Role of Concrete and Abstract Motor Training.Susan C. Levine, Susan Goldin-Meadow, Matthew T. Carlson & Naureen Hemani-Lopez - 2018 - Cognitive Science 42 (4):1207-1228.
    We examined the effects of three different training conditions, all of which involve the motor system, on kindergarteners’ mental transformation skill. We focused on three main questions. First, we asked whether training that involves making a motor movement that is relevant to the mental transformation—either concretely through action or more abstractly through gestural movements that represent the action —resulted in greater gains than training using motor movements irrelevant to the mental transformation. We tested children prior to training, immediately after training, (...)
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  27.  35
    Achieving widespread democratic education in the united states: Dewey's ideas reconsidered.Elizabeth Meadows Katherine Blatchford - 2009 - Education and Culture 25 (1):pp. 36-51.
  28.  6
    Beyond the Limits: An Executive Summary.Jørgen Randers, Dennis L. Meadows & Donella H. Meadows - 1993 - Bulletin of Science, Technology and Society 13 (1):3-14.
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  29. Embodied Learning Across the Life Span.Carly Kontra, Susan Goldin-Meadow & Sian L. Beilock - 2012 - Topics in Cognitive Science 4 (4):731-739.
    Developmental psychologists have long recognized the extraordinary influence of action on learning (Held & Hein, 1963; Piaget, 1952). Action experiences begin to shape our perception of the world during infancy (e.g., as infants gain an understanding of others’ goal-directed actions; Woodward, 2009) and these effects persist into adulthood (e.g., as adults learn about complex concepts in the physical sciences; Kontra, Lyons, Fischer, & Beilock, 2012). Theories of embodied cognition provide a structure within which we can investigate the mechanisms underlying action’s (...)
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  30.  28
    Do gestures communicate?Susan Goldin-Meadow & Susan M. Wagner - 2005 - Trends in Cognitive Sciences 9 (5):234-241.
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  31.  41
    Does the hand reflect implicit knowledge? Yes and no.Susan Goldin-Meadow & Martha Wagner Alibali - 1999 - Behavioral and Brain Sciences 22 (5):766-767.
    Gesture does not have a fixed position in the Dienes & Perner framework. Its status depends on the way knowledge is expressed. Knowledge reflected in gesture can be fully implicit (neither factuality nor predication is explicit) if the goal is simply to move a pointing hand to a target. Knowledge reflected in gesture can be explicit (both factuality and predication are explicit) if the goal is to indicate an object. However, gesture is not restricted to these two extreme positions. When (...)
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  32.  36
    Do you have to be right to redescribe?Susan Goldin-Meadow & Martha Wagner Alibali - 1994 - Behavioral and Brain Sciences 17 (4):718-719.
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  33.  35
    Is “innate” another name for “developmentally resilient”?Susan Goldin-Meadow - 1991 - Behavioral and Brain Sciences 14 (4):619-620.
  34. Ned Block (massachusetts institute of technology, cambridge, ma) how heritability misleads about race, 99-128.Susan Goldin-Meadow, Carolyn Mylander & Cynthia Butcher - 1995 - Cognition 56:283.
     
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  35.  22
    Gesture offers insight into problem‐solving in adults and children.Philip Garber & Susan Goldin-Meadow - 2002 - Cognitive Science 26 (6):817-831.
    When asked to explain their solutions to a problem, both adults and children gesture as they talk. These gestures at times convey information that is not conveyed in speech and thus reveal thoughts that are distinct from those revealed in speech. In this study, we use the classic Tower of Hanoi puzzle to validate the claim that gesture and speech taken together can reflect the activation of two cognitive strategies within a single response. The Tower of Hanoi is a well‐studied (...)
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  36.  26
    Learning from gesture: How early does it happen?Miriam A. Novack, Susan Goldin-Meadow & Amanda L. Woodward - 2015 - Cognition 142 (C):138-147.
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  37.  76
    Aristotle and the Philosophical Foundations of Neuroscience.Daniel D. De Haan & Geoffrey A. Meadows - 2013 - Proceedings of the American Catholic Philosophical Association 87:213-230.
    This paper aims to show that the thought of Aristotle can shed much light on the irksome problems that lurk around the philosophical foundations of neuroscience. First, we will explore the ramifications of Aristotle’s mereological principle, namely, that it is not the eye that sees, but the human person that sees by the eye. Next, we shall draw upon the riches of Maxwell Bennett’s and Peter Hacker’s Philosophical Foundations of Neuroscience in order to elucidate how Aristotle’s mereological principle can be (...)
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  38.  33
    When Gesture Becomes Analogy.Kensy Cooperrider & Susan Goldin-Meadow - 2017 - Topics in Cognitive Science 9 (3):719-737.
    Analogy researchers do not often examine gesture, and gesture researchers do not often borrow ideas from the study of analogy. One borrowable idea from the world of analogy is the importance of distinguishing between attributes and relations. Gentner observed that some metaphors highlight attributes and others highlight relations, and called the latter analogies. Mirroring this logic, we observe that some metaphoric gestures represent attributes and others represent relations, and propose to call the latter analogical gestures. We provide examples of such (...)
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  39.  13
    Language by mouth and by hand.Iris Berent & Susan Goldin-Meadow - 2015 - Frontiers in Psychology 6.
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  40. Aristotle's reading of Plato.Daniel W. Graham - 2004 - In Jorge J. E. Gracia & Jiyuan Yu (eds.), Uses and abuses of the classics: Western interpretations of Greek philosophy. Burlington, VT: Ashgate.
  41.  43
    The effects of learning two languages on levels of metalinguistic awareness.Sylvia Joseph Galambos & Susan Goldin-Meadow - 1990 - Cognition 34 (1):1-56.
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  42.  21
    Inherited Scepticism and Neo-communist CSR-washing: Evidence from a Post-communist Society.Petya Koleva & Maureen Meadows - 2021 - Journal of Business Ethics 174 (4):783-804.
    The sizeable theoretical and empirical literature on corporate social responsibility and business ethics in Western, developed economies indicates that the topic has attracted significant interest from academics and practitioners. There is, however, less evidence of the practice of CSR and business ethics in non-Western, transition economies, as insufficient attention is paid to the contextual specifications and underlying processes that may lead to different versions of CSR. Therefore, this paper examines the practice and sense-making of CSR and business ethics from the (...)
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  43.  14
    Moving to Learn: How Guiding the Hands Can Set the Stage for Learning.Neon Brooks & Susan Goldin-Meadow - 2016 - Cognitive Science 40 (7):1831-1849.
    Previous work has found that guiding problem-solvers' movements can have an immediate effect on their ability to solve a problem. Here we explore these processes in a learning paradigm. We ask whether guiding a learner's movements can have a delayed effect on learning, setting the stage for change that comes about only after instruction. Children were taught movements that were either relevant or irrelevant to solving mathematical equivalence problems and were told to produce the movements on a series of problems (...)
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  44.  50
    Gesture is at the cutting edge of early language development.Şeyda Özçalışkan & Susan Goldin-Meadow - 2005 - Cognition 96 (3):B101-B113.
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  45.  65
    Fixed Points for Consequence Relations.Toby Meadows - unknown
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  46.  18
    Creating Images With the Stroke of a Hand: Depiction of Size and Shape in Sign Language.Jenny C. Lu & Susan Goldin-Meadow - 2018 - Frontiers in Psychology 9.
  47. Naive Infinitism: The Case for an Inconsistency Approach to Infinite Collections.Toby Meadows - 2015 - Notre Dame Journal of Formal Logic 56 (1):191-212.
    This paper expands upon a way in which we might rationally doubt that there are multiple sizes of infinity. The argument draws its inspiration from recent work in the philosophy of truth and philosophy of set theory. More specifically, elements of contextualist theories of truth and multiverse accounts of set theory are brought together in an effort to make sense of Cantor’s troubling theorem. The resultant theory provides an alternative philosophical perspective on the transfinite, but has limited impact on everyday (...)
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  48.  23
    Costs and End-of-Life Care in the NICU: Lessons for the MICU?John D. Lantos & William L. Meadow - 2011 - Journal of Law, Medicine and Ethics 39 (2):194-200.
    Neonatal intensive care units (NICUs) and medical intensive care units (MICUs) are both very expensive. The cost-effectiveness of NICUs has been extensively evaluated, as has the long-term outcomes of subpopulations of NICU patients. NICU treatment is among the most cost-effective of high-tech interventions. And most patients do well. There are fewer evaluations of cost-effectiveness in the MICU and almost no long-term outcome studies. Policymakers who scrutinize expensive high-tech interventions would do well to study the examples found in the NICU.
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  49.  9
    Student and faculty perceptions of, and experiences with, academic dishonesty at a medium-sized Canadian university.Jeff Meadows, Randall Barley, Stephanie Varsanyi, Christina M. Nord & Oluwagbohunmi Awosoga - 2021 - International Journal for Educational Integrity 17 (1).
    There is a paucity of research into the prevalence of academic dishonesty within Canada compared to other countries. Recently, there has been a call for a better understanding of the particular characteristics of educational integrity in Canada so that Canada can more meaningfully contribute to current discussions surrounding academic integrity. Here, we present findings from student and faculty surveys conducted within a medium-sized Canadian university. These surveys probed perceptions towards, and experiences with, academic dishonesty, in which we aimed to understand (...)
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  50. Truth, Dependence and Supervaluation: Living with the Ghost.Toby Meadows - 2013 - Journal of Philosophical Logic 42 (2):221-240.
    In J Philos Logic 34:155–192, 2005, Leitgeb provides a theory of truth which is based on a theory of semantic dependence. We argue here that the conceptual thrust of this approach provides us with the best way of dealing with semantic paradoxes in a manner that is acceptable to a classical logician. However, in investigating a problem that was raised at the end of J Philos Logic 34:155–192, 2005, we discover that something is missing from Leitgeb’s original definition. Moreover, we (...)
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