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  1. Explanation, Causation and Deduction.Fred Wilson - 1985 - Dordrecht, Boston, Lancaster: Reidel.
    The purpose of this essay is to defend the deductive-nomological model of explanation against a number of criticisms that have been made of it. It has traditionally been thought that scientific explanations were causal and that scientific explanations involved deduction from laws. In recent years, however, this three-fold identity has been challenged: there are, it is argued, causal explanations that are not scientific, scientific explanations that are not deductive, deductions from laws that are neither causal explanations nor scientific explanations, and (...)
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  • Sensory regulation of water intake.Wanda Wyrwicka - 1979 - Behavioral and Brain Sciences 2 (1):125-125.
  • What is “nonregulatory” drinking?John W. Wright - 1979 - Behavioral and Brain Sciences 2 (1):124-125.
  • Alternatives to homeostasis.Stephen C. Woods & Nancy J. Kenney - 1979 - Behavioral and Brain Sciences 2 (1):123-124.
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  • Experiential and circadian influences on drinking.Roderick Wong - 1979 - Behavioral and Brain Sciences 2 (1):123-123.
  • The Evolution of the Thought of Richard Peters: Neglected Aspects.Christopher Winch & John Gingell - 2023 - SATS 24 (1):29-51.
    Peters is best known for ‘Ethics and Education’, (1966) an attempt, using analytical methods, to provide a universal canonical account of the nature of education. This corresponded closely with the prevailing conception of liberal education of the time. Despite the acclaim with which this work was received, Peters became increasingly dissatisfied with his early views of education and in a series of papers written between 1973 and 1982, he retreated slowly from the view that one could construct a universal canonical (...)
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  • Cartesian vs. Newtonian research strategies for cognitive science.Morton E. Winston - 1992 - Behavioral and Brain Sciences 15 (3):463-464.
  • The fallacy of oversimple homeostatic models.P. R. Wiepkema - 1979 - Behavioral and Brain Sciences 2 (1):122-123.
  • The Education of the Emotions.John White - 1984 - Journal of Philosophy of Education 18 (2):233-244.
    John White; The Education of the Emotions, Journal of Philosophy of Education, Volume 18, Issue 2, 30 May 2006, Pages 233–244, https://doi.org/10.1111/j.1467-97.
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  • The education of the emotions.John White - 1984 - Journal of Philosophy of Education 18 (2):233–244.
    A critical discussion of R S Peters' account of emotions and their place in education.
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  • Cognition and simulation.N. E. Wetherick - 1992 - Behavioral and Brain Sciences 15 (3):462-463.
  • Hard determinism and the principle of vacuous contrast.Bruce N. Waller - 1988 - Metaphilosophy 19 (1):65–69.
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  • Behavioral and neuro-endocrine influences in homeostasis.J. D. Vincent - 1979 - Behavioral and Brain Sciences 2 (1):122-122.
  • On putting the cart before the horse: Taking perception seriously in unified theories of cognition.Kim J. Vicente & Alex Kirlik - 1992 - Behavioral and Brain Sciences 15 (3):461-462.
  • A cognitive process shell.Steven A. Vere - 1992 - Behavioral and Brain Sciences 15 (3):460-461.
  • Lack of “fixed set-points” in fluid homeostasis does not argue for learned satiety factors in drinking.Dennis A. VanderWeele - 1979 - Behavioral and Brain Sciences 2 (1):121-122.
  • On models and mechanisms.William R. Uttal - 1992 - Behavioral and Brain Sciences 15 (3):459-460.
  • The process of criticism in interpretive sociology and history.Stephen Turner & David R. Carr - 1978 - Human Studies 1 (1):138 - 152.
  • Unified theories and theories that mimic each other's predictions.James T. Townsend - 1992 - Behavioral and Brain Sciences 15 (3):458-459.
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  • The psychobiology and biocybernetics of thirst; Invaluable data and concepts for future theory and model construction.F. M. Toates - 1979 - Behavioral and Brain Sciences 2 (1):125-136.
  • Problem spaces, language and connectionism: Issues for cognition.Patrick Suppes - 1992 - Behavioral and Brain Sciences 15 (3):457-458.
  • Is a mathematical concept of homeostasis adequate to explain more complex behavior?A. B. Steffens - 1979 - Behavioral and Brain Sciences 2 (1):121-121.
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  • Thirst - a static analysis.J. E. R. Staddon - 1979 - Behavioral and Brain Sciences 2 (1):120-121.
  • Neither homeostasis nor simulation.Charles T. Snowdon - 1979 - Behavioral and Brain Sciences 2 (1):119-120.
  • No one commits suicide: Textual analysis of ideological practices. [REVIEW]Dorothy E. Smith - 1983 - Human Studies 6 (1):309 - 359.
  • Choosing a unifying theory for cognitive development.Thomas R. Shultz - 1992 - Behavioral and Brain Sciences 15 (3):456-457.
  • "Duality of structure" and "intentionality" in an ecological psychology.John Shotter - 1983 - Journal for the Theory of Social Behaviour 13 (1):19–44.
  • Homeostatic versus nonhomeostatic drinking behavior: an observation, criticism, and hypothesis for discussion.Walter B. Severs - 1979 - Behavioral and Brain Sciences 2 (1):118-119.
  • Homeostasis and life.Timothy Schallert & Sigmund Hsiao - 1979 - Behavioral and Brain Sciences 2 (1):118-118.
  • Does the evolutionary perspective offer more than constraints?Wolfgang Schleidt - 1992 - Behavioral and Brain Sciences 15 (3):456-456.
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  • Natural drinking, interactions with feeding, and species differences - three data deserts.Neil Rowland - 1979 - Behavioral and Brain Sciences 2 (1):117-118.
  • Homeostatic control of drinking: a surviving concept.Barbara J. Rolls & R. J. Wood - 1979 - Behavioral and Brain Sciences 2 (1):116-117.
  • How human is SOAR?Roger W. Remington, Michael G. Shafto & Colleen M. Seifert - 1992 - Behavioral and Brain Sciences 15 (3):455-455.
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  • A defence of homeostasis.Dawid J. Ramsay - 1979 - Behavioral and Brain Sciences 2 (1):116-116.
  • Unified psychobiological theory.Duane Quiatt - 1992 - Behavioral and Brain Sciences 15 (3):454-455.
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  • Unified theories must explain the codependencies among perception, cognition and action.Robert W. Proctor & Addie Dutta - 1992 - Behavioral and Brain Sciences 15 (3):453-454.
  • Cause/effect metaphors versus control theory.William T. Powers - 1979 - Behavioral and Brain Sciences 2 (1):115-115.
  • Unified cognition misses language.Csaba Pléh - 1992 - Behavioral and Brain Sciences 15 (3):451-453.
  • Reason and Passion.R. S. Peters - 1970 - Royal Institute of Philosophy Lectures 4:132-153.
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  • Reason and Passion.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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  • Thirst, homeostasis, and bodily fluid deficits.Jeffrey W. Peck - 1979 - Behavioral and Brain Sciences 2 (1):114-115.
  • Can Schools Educate?Trevor Pateman - 1980 - Journal of Philosophy of Education 14 (2):139-148.
    Trevor Pateman; Can Schools Educate?, Journal of Philosophy of Education, Volume 14, Issue 2, 30 May 2006, Pages 139–148, https://doi.org/10.1111/j.1467-9752.19.
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  • Cost-benefits of computer modelling.Jaak Panksepp - 1979 - Behavioral and Brain Sciences 2 (1):114-114.
  • Homeostasis is insufficient to account for subtlety of behavior.D. H. Overstreet - 1979 - Behavioral and Brain Sciences 2 (1):113-113.
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  • Curiosity, Wonder and Education seen as Perspective Development.Paul Martin Opdal - 2001 - Studies in Philosophy and Education 20 (4):331-344.
    Curiosity, seen as a motive to do exploration within definite and generally accepted frames, is to be distinguished from wonder, where doubt about the frames themselves is the underlying factor. Granted this distinction, it will be argued that educational institutions need to build on both notions, i.e. wonder as well as curiosity.
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  • Internal and external regulatory process and the ecology of motivation.Lawrence I. O'Kelly - 1979 - Behavioral and Brain Sciences 2 (1):112-113.
  • On being motivated.Donnchadh O’Conaill - 2013 - Phenomenology and the Cognitive Sciences 12 (4):579-595.
    Merleau-Ponty’s notion of being motivated or solicited to act has recently been the focus of extensive investigation, yet work on this topic has tended to take the general notion of being motivated for granted. In this paper, I shall outline an account of what it is to be motivated. In particular, I shall focus on the relation between the affective character of states of being motivated and their intentional content, i.e. how things appear to the agent. Drawing on Husserl’s discussion (...)
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  • Thirst is controlled by regulatory stimuli, but drinking may partly escape them.Stylianos Nicolaidis - 1979 - Behavioral and Brain Sciences 2 (1):112-112.
  • SOAR as a unified theory of cognition: Issues and explanations.Allen Newell - 1992 - Behavioral and Brain Sciences 15 (3):464-492.
  • Précis of Unified theories of cognition.Allen Newell - 1992 - Behavioral and Brain Sciences 15 (3):425-437.
    The book presents the case that cognitive science should turn its attention to developing theories of human cognition that cover the full range of human perceptual, cognitive, and action phenomena. Cognitive science has now produced a massive number of high-quality regularities with many microtheories that reveal important mechanisms. The need for integration is pressing and will continue to increase. Equally important, cognitive science now has the theoretical concepts and tools to support serious attempts at unified theories. The argument is made (...)
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