Results for 'Janette Atkinson'

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  1. Workshop participants.Janette Atkinson, Edoardo Bisiach, Oliver Braddick, Bill Brewer, Michele Brouchon, Peter Bryant, George Butterworth, John Campbell, Bill Child & Lynn A. Cooper - 1993 - In Naomi Eilan, Rosaleen A. McCarthy & Bill Brewer (eds.), Spatial representation: problems in philosophy and psychology. Blackwell. pp. 400.
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  2.  32
    The Developing Visual Brain.Janette Atkinson - 2002 - Oxford University Press UK.
    ''As a text in developmental psychology the book is excellent, and this lower-priced paperback version will be snapped up by psychology students.'' -European NeurologyOne of the most dramatic areas of development in early human life is that of vision. Whereas vision plays a relatively minor role in the world of the newborn infant, by 6 months it has assumed the position as a dominant sense and forms the basis of later perceptual, cognitive, and social development. From a world leader in (...)
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  3.  16
    Properties of human visual orientation detectors: A new approach using patterned afterimages.Janette Atkinson - 1973 - Journal of Experimental Psychology 98 (1):55.
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  4.  46
    Children reorient using the left/right sense of coloured landmarks at 18–24 months.Marko Nardini, Janette Atkinson & Neil Burgess - 2008 - Cognition 106 (1):519-527.
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  5.  29
    Gap effects on saccadic latency in infants and children.Janette Atkinson & Bruce Hood - 1993 - Behavioral and Brain Sciences 16 (3):568-569.
  6.  16
    Neural Differences between Covert and Overt Attention Studied using EEG with Simultaneous Remote Eye Tracking.Louisa V. Kulke, Janette Atkinson & Oliver Braddick - 2016 - Frontiers in Human Neuroscience 10.
  7.  31
    A viewpoint-independent process for spatial reorientation.Marko Nardini, Rhiannon L. Thomas, Victoria C. P. Knowland, Oliver J. Braddick & Janette Atkinson - 2009 - Cognition 112 (2):241-248.
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  8.  8
    Bottom-up processes dominate early word recognition in toddlers.Janette Chow, Armando Q. Angulo-Chavira, Marlene Spangenberg, Leonie Hentrup & Kim Plunkett - 2022 - Cognition 228 (C):105214.
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  9.  78
    The Solvability of Probabilistic Regresses. A Reply to Frederik Herzberg.David Atkinson & Jeanne Peijnenburg - 2010 - Studia Logica 94 (3):347-353.
    We have earlier shown by construction that a proposition can have a welldefined nonzero probability, even if it is justified by an infinite probabilistic regress. We thought this to be an adequate rebuttal of foundationalist claims that probabilistic regresses must lead either to an indeterminate, or to a determinate but zero probability. In a comment, Frederik Herzberg has argued that our counterexamples are of a special kind, being what he calls ‘solvable’. In the present reaction we investigate what Herzberg means (...)
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  10. False dichotomy? 'Western' and 'confucian' concepts of scholarship and learning.Janette Ryan & Kam Louie - 2007 - Educational Philosophy and Theory 39 (4):404–417.
    Discourses of ‘internationalisation’ of the curriculum of Western universities often describe the philosophies and paradigms of ‘Western’ and ‘Eastern’ scholarship in binary terms, such as ‘deep/surface’, ‘adversarial/harmonious’, and ‘independent/dependent’. In practice, such dichotomies can be misleading. They do not take account of the complexities and diversity of philosophies of education within and between their educational systems. The respective perceived virtues of each system are often extolled uncritically or appropriated for contemporary economic, political or social agendas. Critical thinking, deep learning, lifelong (...)
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  11.  7
    A Brief History of Christian Feminism.Janette Hassey - 1989 - Transformation: An International Journal of Holistic Mission Studies 6 (2):1-5.
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  12.  4
    Rhythms of the ecosystem.Janette Shetter - 1976 - Wallingford, Pa.: Pendle Hill Publications.
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  13. Research on students and museums: Looking more closely at the students in school groups.Janette Griffin - 2004 - Science Education 88 (S1):S59 - S70.
  14.  10
    Position and Change: A Study in Law and Logic.R. F. Atkinson - 1979 - Philosophical Quarterly 29 (115):183-185.
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  15.  15
    The Foundation and Construction of Ethics.R. F. Atkinson - 1975 - Philosophical Quarterly 25 (99):169-170.
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  16. The Colonial Unconscious: Race and Culture in Interwar France.Janette Bayles & Elizabeth Ezra - 2002 - Substance 31 (1):119.
  17.  21
    Book Review: The Reflexive Imperative in Late Modernity. [REVIEW]Will Atkinson - 2014 - European Journal of Social Theory 17 (1):122-126.
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  18.  43
    Principles of political ecology.Adrian Atkinson - 1991 - London: Belhaven Press.
    Political ecologists--the theorists of the Green movement--assert that if we do not fundamentally change the way in which our society makes use of nature, then we will destroy the physical basis of our social existence within the foreseeable future. In the light of this insight, this book is concerned to unearth the foundations of our cultural attitudes towards nature and to start the process of building philosophical foundations that could provide the basis of a sustainable relationship between society and the (...)
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  19.  44
    Brave new modeling: Cellular automata and artificial neural networks for mastering complexity in economics.Janette Aschenwald, Stefan Fink & Gottfried Tappeiner - 2001 - Complexity 7 (1):39-47.
  20. Enhanced vigilance in guided meditation: Implications of altered consciousness.R. P. Atkinson & H. Earl - 1996 - In Stuart R. Hameroff, Alfred W. Kaszniak & Alwyn Scott (eds.), Toward a Science of Consciousness: The First Tucson Discussions and Debates. MIT Press.
     
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  21.  26
    (Dis)ordering Motherhood: Mothering a Child with Attention-Deficit/hyperactivity Disorder.Janette Bennett - 2007 - Body and Society 13 (4):97-110.
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  22.  23
    Employment-at-Will in the Context of Catholic Higher Education.Janette M. Blandford - 2002 - Proceedings of the American Catholic Philosophical Association 76:275-286.
    The principle of employment-at-will (EAW) holds that in the absence of an explicit agreement of contractually binding terms of employment, the employment relationship exists so long as both parties will it to continue. In practice, this means that the employer may terminate the employment relationship at any time, for any reason, thus giving rise to cases of wrongful termination. Just cause policies, on the other hand, require that employers follow both substantive and procedural due process in terminating a person’s employment. (...)
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  23.  8
    Employment-at-Will in the Context of Catholic Higher Education.Janette M. Blandford - 2002 - Proceedings of the American Catholic Philosophical Association 76:275-286.
    The principle of employment-at-will (EAW) holds that in the absence of an explicit agreement of contractually binding terms of employment, the employment relationship exists so long as both parties will it to continue. In practice, this means that the employer may terminate the employment relationship at any time, for any reason, thus giving rise to cases of wrongful termination. Just cause policies, on the other hand, require that employers follow both substantive and procedural due process in terminating a person’s employment. (...)
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  24.  93
    Hume’s Theory of Meaning.Janette Blandford - 1999 - Proceedings of the American Catholic Philosophical Association 73:147-158.
  25.  7
    Hume’s Theory of Meaning.Janette Blandford - 1999 - Proceedings of the American Catholic Philosophical Association 73:147-158.
  26. Socially responsible business schools : collective stakeholder voices demand urgent actions.Janette Martell - 2015 - In Jonathan H. Westover (ed.), Teaching organizational and business ethics. Champaign, Illinois: Common Ground Publishing.
     
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  27.  28
    Space and the notion of final frontier.Janett E. Morgan - 2007 - Kernos 20:113-129.
    The Classical Athenians were careful to separate the spaces of men from the spaces of gods. Yet when we look at the Athenian house, religious areas cannot be distinguished. This paper offers an investigation of how religious boundaries may be created by action and perception rather than bricks and mortar. Scholars of ancient Greek religion should not expect to see the permanence of public cult mirrored in domestic settings. One single, domestic space could host many activities; its meaning could be (...)
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  28.  9
    False Dichotomy? ‘Western’ and ‘Confucian’ concepts of scholarship and learning.Janette Ryan & Kam Louie - 2008 - In Mark Mason (ed.), Critical Thinking and Learning. Oxford, UK: Blackwell. pp. 65–78.
    This chapter contains sections titled: Asian Students in Changing Australian Educational Contexts The CHC Student: From Deficit to Surplus Value The CHC Student and ‘Deep Learning’ Assumed Values of Western Education ‘Critical Thinking’ and Other ‘Western’ Values Implications for Teachers References.
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  29. Moving from task‐oriented to learning‐oriented strategies on school excursions to museums.Janette Griffin & David Symington - 1997 - Science Education 81 (6):763-779.
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  30.  29
    Children’s understanding of Aesop’s fables: relations to reading comprehension and theory of mind.Janette Pelletier & Ruth Beatty - 2015 - Frontiers in Psychology 6:146239.
    Two studies examined children’s developing understanding of Aesop’s fables in relation to reading comprehension and to theory of mind. Study 1 included 172 children from Junior Kindergarten through Grade 6 in a school-wide examination of the relation between reading comprehension skills and understanding of Aesop’s fables told orally. Study 2 examined the relation between theory of mind and fables understanding among 186 Junior (4-year-old) and Senior (5-year-old) Kindergarten children. Study 1 results showed a developmental progression in fables understanding with children’s (...)
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  31.  1
    The art of logical thinking.William Walker Atkinson - 1909 - Chicago, Ill.,: The Progress company; [etc., etc.].
    "The Art of Logical Thinking" is a book written by William Walker Atkinson, an American attorney, merchant, publisher, and author in the late 19th and early 20th centuries. The book was first published in 1909 under the pseudonym Theron Q. Dumont, one of Atkinson's many pen names. The primary focus of "The Art of Logical Thinking" is to provide readers with insights into developing and refining their logical thinking abilities. Atkinson explores various aspects of logical reasoning and (...)
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  32.  41
    The resilience of hope.Janette McDonald & Andrea M. Stephenson (eds.) - 2010 - New York: Rodopi.
    This book is perfect for anyone wondering where hope fits into our lives during these troubling times.
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  33.  29
    Becker, HS.(& McCall, M.) 116 Bell, T. 208 Bellarmine, R.(Cardinal) 199 Benghozi, P].P. Atkinson, R. Audi, D. Bailey, N. Baker, S. Banes, R. Barilli, C. Barnes, F. J. Barrett & R. Barthes - 2000 - In Stephen Linstead & Heather Höpfl (eds.), The aesthetics of organization. Thousand Oaks, Calif.: SAGE Publications.
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  34. Plotinus Ennead V 1 : Commentary with Prolegomena and Translation.Michael Atkinson & Plotinus - 1979
     
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  35.  5
    False Dichotomy? ‘Western’ and ‘Confucian’ concepts of scholarship and learning.Kam Louie Janette Ryan - 2007 - Educational Philosophy and Theory 39 (4):404-417.
    Discourses of ‘internationalisation’ of the curriculum of Western universities often describe the philosophies and paradigms of ‘Western’ and ‘Eastern’ scholarship in binary terms, such as ‘deep/surface’, ‘adversarial/harmonious’, and ‘independent/dependent’. In practice, such dichotomies can be misleading. They do not take account of the complexities and diversity of philosophies of education within and between their educational systems. The respective perceived virtues of each system are often extolled uncritically or appropriated for contemporary economic, political or social agendas. Critical thinking, deep learning, lifelong (...)
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  36. The Deficit View and Its Critics.Dinishak Janette - 2016 - The Disability Studies Quarterly 36 (4).
    This paper investigates what it is to understand human differences in terms of deficits and examines criticisms of this approach. In the past few decades, across many fields of inquiry and outside the academy there has been a surge of interest in critiquing "the deficit view" of all manner of group differences and deviations from the norm. But what exactly is meant by "deficit view" and related terms when they figure in accounts of human differences? Do critics of the deficit (...)
     
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  37.  7
    Kant's Principle of Personality.R. F. Atkinson - 1973 - Philosophical Quarterly 23 (93):357-358.
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  38.  15
    Heavy alcohol use is not associated with disinhibition in young males.Smith Janette, Iredale Jaimi & Mattick Richard - 2014 - Frontiers in Human Neuroscience 8.
  39.  23
    Repetition expectancy vs. conflict adaptation: which better explains the congruency sequence effect?Smith Janette & Sufani Christopher - 2014 - Frontiers in Human Neuroscience 8.
  40.  10
    Two Kinds of Values.R. F. Atkinson - 1967 - Philosophical Quarterly 17 (67):184-185.
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  41.  39
    Autistic autobiography and hermeneutical injustice.Janette Dinishak - 2021 - Metaphilosophy 52 (5):556-569.
    This paper examines epistemic injustice in knowledge production concerning autism. Its aim is to further our understanding of the distinctive shapes of the kinds of epistemic injustices against autists. The paper shows how Ian Hacking’s work on autistic autobiography brings into view a form of hermeneutical injustice that autists endure with respect to their firsthand accounts of their experiences of autism. It explores how understanding the distinctive shape of this hermeneutical injustice can help us further appreciate dangers and harms of (...)
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  42.  50
    Autism, aspect-perception, and neurodiversity.Janette Dinishak - 2019 - Philosophical Psychology 32 (6):874-897.
    This paper examines the appeal, made by some philosophers, to Wittgenstein’s notion of aspect-blindness in order to better understand autistic perception and social cognition. I articulate and assess different ways of understanding what it means to say that autists are aspect-blind. While more attention to the perceptual dimensions of autism is a welcome development in philosophical explorations of the condition, I argue that there are significant problems with attributing aspect-blindness to autists. The empirical basis for the attribution of aspect-blindness to (...)
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  43. A Response To Jim Cotter.David Atkinson - 1991 - Studies in Christian Ethics 4 (2):38-41.
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  44. ‘Blind’ to the obvious.Janette Dinishak - 2014 - History of the Human Sciences 27 (4):59-76.
    The philosopher Ludwig Wittgenstein cites the Gestalt psychologist Wolfgang Koehler almost as often as he cites William James in his posthumously published writings on the philosophy of psychology. Yet, few treatments of the Wittgenstein–Koehler relation in the philosophical literature could be called sustained discussions. Moreover, most of them treat Koehler as a mere whipping boy for Wittgenstein, one more opportunity to criticize the practice of psychologists. This article emphasizes how much the two thinkers agreed, and the extent to which some (...)
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  45.  24
    Köhler, Wittgenstein, and the Live Bonds of Dynamical Reality.Janette Dinishak - 2022 - Philosophia Scientiae:21-36.
    Wolfgang Köhler made the following remark in Gestalt Psychology [1929]: “The ways of real life do not coincide with those of classification, and if, by abstraction, we unite the members of one class, we very probably cut the live bonds of dynamical reality at the same time. Perhaps, the most interesting forms of dynamical context occur between members of altogether different classes” [351]. This paper argues that reflection on Köhler’s remark serves to illuminate how Wittgenstein thought about classification and concepts (...)
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  46.  14
    Experiencing social connection: A qualitative study of mothers of nonspeaking autistic children.Janette Dinishak, Vikram Jaswal, Christine Stephan & Nameera Akhtar - 2020 - PLoS ONE 11 (15):online.
    Autistic children do not consistently show conventional signs of social engagement, which some have interpreted to mean that they are not interested in connecting with other people. If someone does not act like they are interested in connecting with you, it may make it difficult to feel connected to them. And yet, some parents report feeling strongly connected to their autistic children. We conducted phenomenological interviews with 13 mothers to understand how they experienced connection with their 5- to 14-year-old nonspeaking (...)
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  47.  11
    Teil und Ganzes in Karl Bühlers Sprachtheorie.Janette Friedrich - 2023 - Gestalt Theory 45 (1-2):31-40.
    Summary In his Theory of language, written in 1934, the psychologist Karl Bühler proposes applying the concept of Gestalt, developed at that time in philosophy and psychology, to the study of linguistic phenomena. This paper outlines and critically examines Bühler’s proposal. In particular, this paper highlights the two-sided approach that Bühler takes. Bühler shows that both the sound shape (Gestalt) and phonematic signalment (elements) are required for the recognition of linguistic phenomena. Accordingly, two methods of word recognition can be identified (...)
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  48.  78
    The anatomy of knowledge: Althusser's epistemology and its consequences.D. Atkinson - 1984 - Philosophical Papers 13 (2):1-18.
  49.  21
    Predictors of Moral Thought in Two Contrasting Adolescent Samples.Janette Perz, Pauline Howie & Fiona A. White - 2000 - Ethics and Behavior 10 (3):199-214.
    This study investigated the consistency of the finding that family cohesion and adaptability are significant predictors of adolescent moral thought. To test this, 175 adolescents from a metropolitan population and 146 from an urban fringe population were administered White's revised Moral Authority Scale, Olson et al.'s Family Adaptability and Cohesion Evaluation Scale, and a family demographic questionnaire. A linear relation between family cohesion and family and equality sources of moral authority was found in both samples. However, the significant linear relation (...)
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    Identifying a K-10 Developmental Framework for Teaching Philosophy.Janette Poulton - 2014 - Educational Philosophy and Theory 46 (11):1238-1242.
    The intention of the study was to identify predictable opportunities for teachers to scaffold middle year students’ philosophical learning. Such opportunities were identified in terms of students’ readiness to learn certain behaviours in the context of a ‘community of inquiry’. Thus it was hoped that the project would provide a useful resource for the teaching of philosophy to middle year students by ascertaining how amenable philosophical learning was to this approach. The study investigated the following questions: (i) what are the (...)
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