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Spacetime physics

San Francisco,: W. H. Freeman. Edited by John Archibald Wheeler (1966)

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  1. On the what_ and _how of learning.R. C. Gonzalez & Matthew Yarczower - 1981 - Behavioral and Brain Sciences 4 (1):145-145.
  • Contrasting approaches to a theory of learning.Timothy D. Johnston - 1981 - Behavioral and Brain Sciences 4 (1):125-139.
    The general process view of learning, which guided research into learning for the first half of this century, has come under attack in recent years from several quarters. One form of criticism has come from proponents of the so-called biological boundaries approach to learning. These theorists have presented a variety of data showing that supposedly general laws of learning may in fact be limited in their applicability to different species and learning tasks, and they argue that the limitations are drawn (...)
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  • Missing variables in studies of animal learning.Wally Welker - 1981 - Behavioral and Brain Sciences 4 (1):161-161.
  • Elder-Vass on the Causal Power of Social Structures.Tobias Hansson Wahlberg - 2014 - Philosophy of the Social Sciences 44 (6):774-791.
    In this review essay, I examine the central tenets of sociologist Dave Elder-Vass’s recent contribution to social ontology, as put forth in his book The Causal Power of Social Structures: Emergence, Structure and Agency. Elder-Vass takes issue with ontological individualists and maintains that social structures exist and have causal powers in their own right. I argue that he fails to establish his main theses: he shows neither that social structures have causal powers “in their own right” (in any sense of (...)
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  • The relativistic velocity composition paradox and the Thomas rotation.Abraham A. Ungar - 1989 - Foundations of Physics 19 (11):1385-1396.
    The relativistic velocity composition paradox of Mocanu and its resolution are presented. The paradox, which rests on the bizarre and counterintuitive non-communtativity of the relativistic velocity composition operation, when applied to noncollinear admissible velocities, led Mocanu to claim that there are “some difficulties within the framework of relativistic electrodynamics.” The paradox is resolved in this article by means of the Thomas rotation, shedding light on the role played by composite velocities in special relativity, as opposed to the role they play (...)
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  • John Archibald Wheeler: A few highlights of his contributions to physics. [REVIEW]Kip S. Thorne & Wojciech H. Zurek - 1986 - Foundations of Physics 16 (2):79-89.
    The following quotations describe in “nutshells” a few highlights of John Archibald Wheeler's contributions to physics. The contributions are arranged in roughly the following order: (i) concrete research results, (ii) innovative ideas that have become foundations for the research of others, (iii) insights that give guidance for the development of physics over the coming decades. Since most of Wheeler's work contains strong elements of two or even all three of these characteristics, the editors have not attempted to delineate the dividing (...)
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  • An ecological theory of learning: Good goal, poor strategy.Sara J. Shettleworth - 1981 - Behavioral and Brain Sciences 4 (1):160-161.
  • The Mass of the Gravitational Field.Charles T. Sebens - 2022 - British Journal for the Philosophy of Science 73 (1):211-248.
    By mass-energy equivalence, the gravitational field has a relativistic mass density proportional to its energy density. I seek to better understand this mass of the gravitational field by asking whether it plays three traditional roles of mass: the role in conservation of mass, the inertial role, and the role as source for gravitation. The difficult case of general relativity is compared to the more straightforward cases of Newtonian gravity and electromagnetism by way of gravitoelectromagnetism, an intermediate theory of gravity that (...)
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  • The ecology of learning: The right answer to the wrong question.Barry Schwartz - 1981 - Behavioral and Brain Sciences 4 (1):159-160.
  • Adaptive modification of behavior: Processing information from the environment.Wolfgang M. Schleidt - 1981 - Behavioral and Brain Sciences 4 (1):158-159.
  • Explaining diversity and searching for general processes: Isn't there a middle ground?Paul Rozin - 1981 - Behavioral and Brain Sciences 4 (1):157-158.
  • The Newtonian limit of relativity theory and the rationality of theory change.Ardnés Rivadulla - 2004 - Synthese 141 (3):417 - 429.
    The aim of this paper is to elucidate the question of whether Newtonian mechanics can be derived from relativity theory. Physicists agree that classical mechanics constitutes a limiting case of relativity theory. By contrast, philosophers of science like Kuhn and Feyerabend affirm that classical mechanics cannot be deduced from relativity theory because of the incommensurability between both theories; thus what we obtain when we take the limit c in relativistic mechanics cannot be Newtonian mechanics sensu stricto. In this paper I (...)
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  • Known general principles of learning cannot be ignored.Sam Revusky - 1981 - Behavioral and Brain Sciences 4 (1):156-157.
  • Learning theory in its niche.Howard Rachlin - 1981 - Behavioral and Brain Sciences 4 (1):155-156.
  • Is an ecological approach radical enough?H. C. Plotkin & F. J. Odling-Smee - 1981 - Behavioral and Brain Sciences 4 (1):154-155.
  • A functional view of learning.Lewis Petrinovich - 1981 - Behavioral and Brain Sciences 4 (1):153-154.
  • Would Superluminal Influences Violate the Principle of Relativity?Kent Peacock - 2014 - Lato Sensu: Revue de la Société de Philosophie des Sciences 1 (1):49-62.
    It continues to be alleged that superluminal in uences of any sort would be inconsistent with special relativity for the following three reasons: they would imply the existence of a ‘distinguished’ frame; they would allow the detection of absolute motion; and they would violate the relativity of simultaneity. This paper shows that the first two objections rest upon very elementary misunderstandings of Minkowski geometry and on lingering Newtonian intuitions about instantaneity. The third objection has a basis, but rather than invalidating (...)
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  • Radiation from a Uniformly Accelerated Charge and the Equivalence Principle.Stephen Parrott - 2002 - Foundations of Physics 32 (3):407-440.
    We argue that purely local experiments can distinguish a stationary charged particle in a static gravitational field from an accelerated particle in (gravity-free) Minkowski space. Some common arguments to the contrary are analyzed and found to rest on a misidentification of “energy.”.
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  • Learning theory: Behavioral artifacts or general principles?John A. Nevin - 1981 - Behavioral and Brain Sciences 4 (1):152-153.
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  • How the twins do it: STR and the clock paradox.G. Nerlich - 2004 - Analysis 64 (1):21-29.
  • Energy and the generation of the world.George L. Murphy - 1994 - Zygon 29 (3):259-274.
    Energy concepts in theology and natural science are studied to see how they may aid the science‐theology dialogue. Relationships between divine and human energies in classical Christology and energy ideas in process theology are significant. In physics, energy has related roles as something conserved and as the generator of temporal development. We explore ways in which God and the world may interact to produce evolution of the universe. Possible connections between the double role of physical energy and the bipolar character (...)
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  • A fourth approach to the study of learning: Are “processes” really necessary?John C. Malone - 1981 - Behavioral and Brain Sciences 4 (1):151-152.
  • Species differences and principles of learning: Informed generality.A. W. Logue - 1981 - Behavioral and Brain Sciences 4 (1):150-151.
  • General process theory, ecology, and animal-human continuity: A cognitive perspective.Janet L. Lachman & Roy Lachman - 1981 - Behavioral and Brain Sciences 4 (1):149-150.
  • The ecological approach to learning.John Kruse & Edward Reed - 1981 - Behavioral and Brain Sciences 4 (1):148-149.
  • Ecology and learning.Alan C. Kamil - 1981 - Behavioral and Brain Sciences 4 (1):147-148.
  • A funny thing happened on the way to comparative psychology.James W. Kalat - 1981 - Behavioral and Brain Sciences 4 (1):147-147.
  • An ecological approach to a theory of learning.Timothy D. Johnston - 1981 - Behavioral and Brain Sciences 4 (1):162-173.
  • Biological approaches to the study of learning: Does Johnston provide a new alternative?Robert A. Hinde - 1981 - Behavioral and Brain Sciences 4 (1):146-147.
  • The creation of institutional reality, special theory of relativity, and mere Cambridge change.Tobias Hansson Wahlberg - 2021 - Synthese 198 (6):5835-5860.
    Saying so can make it so, J. L. Austin taught us long ago. Famously, John Searle has developed this Austinian insight in an account of the construction of institutional reality. Searle maintains that so-called Status Function Declarations, allegedly having a “double direction of fit”, synchronically create worldly institutional facts, corresponding to the propositional content of the declarations. I argue that Searle’s account of the making of institutional reality is in tension with the special theory of relativity—irrespective of whether the account (...)
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  • Meso-level Objects, Powers, and Simultaneous Causation.Tobias Hansson Wahlberg - 2017 - Metaphysica 18 (1):107-125.
    I argue that Mumford and Anjum’s recent theory of simultaneous causation among powerful meso-level objects is problematic in several respects: it is based on a false dichotomy, it is incompatible with standard meso-level physics, it is explanatory deficient, and it threatens to render the powers metaphysics incoherent. Powers theorists are advised, therefore, to adopt a purely sequential conception of causation.
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  • Discussing learning: The quandary of substance.Jack P. Hailman - 1981 - Behavioral and Brain Sciences 4 (1):146-146.
  • The relevance of phylogenetics to the study of behavioral diversity.Michael T. Ghiselin - 1981 - Behavioral and Brain Sciences 4 (1):144-145.
  • The nature of learning explanations.John Garcia - 1981 - Behavioral and Brain Sciences 4 (1):143-144.
  • Using Mathematics to Explain a Scientific Theory.Michèle Friend & Daniele Molinini - 2016 - Philosophia Mathematica 24 (2):185-213.
    We answer three questions: 1. Can we give a wholly mathematical explanation of a physical phenomenon? 2. Can we give a wholly mathematical explanation for a whole physical theory? 3. What is gained or lost in giving a wholly, or partially, mathematical explanation of a phenomenon or a scientific theory? To answer these questions we look at a project developed by Hajnal Andréka, Judit Madarász, István Németi and Gergely Székely. They, together with collaborators, present special relativity theory in a three-sorted (...)
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  • Interpretations of Einstein’s Equation E = mc 2.Francisco Flores - 2005 - International Studies in the Philosophy of Science 19 (3):245-260.
    Interpretations of Einstein’s equation differ primarily concerning whether E = mc2 entails that mass and energy are the same property of physical systems, and hence whether there is any sense in which mass is ever ‘converted’ into energy. In this paper, I examine six interpretations of Einstein’s equation and argue that all but one fail to satisfy a minimal set of conditions that all interpretations of physical theories ought to satisfy. I argue that we should prefer the interpretation of Einstein’s (...)
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  • Acknowledgements.W. G. Kudszus - 1997 - The Chesterton Review 23 (1-2):3-3.
    This dissertation concerns the nature of spacetime. It is divided into two parts. The first part, which comprises chapters 1, 2, and 3, addresses ontological questions: does spacetime exist? And if so, are there any other spatiotemporal things? In chapter 1 I argue that spacetime does exist, and in chapter 2 I respond to modal arguments against this view. In chapter 3 I examine and defend supersubstantivalism—the claim that all concrete physical objects (tables, chairs, electrons and quarks) are regions of (...)
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  • Bell's Spaceships Problem and the Foundations of Special Relativity.Francisco Fernflores - 2011 - International Studies in the Philosophy of Science 25 (4):351-370.
    Recent ?dynamical? approaches to relativity by Harvey Brown and his colleagues have used John Bell's own solution to a problem in relativity which has in the past sometimes been called ?Bell's spaceships paradox?, in a central way. This paper examines solutions to this problem in greater detail and from a broader philosophical perspective than Brown et al. offer. It also analyses the well-known analogy between special relativity and classical thermodynamics. This analysis leads to the sceptical conclusion that Bell's solution yields (...)
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  • On the Intrinsically Ambiguous Nature of Space-Time Diagrams.Elie During - 2012 - Spontaneous Generations 6 (1):160-171.
    When the German mathematician Hermann Minkowski first introduced the space-time diagrams that came to be associated with his name, the idea of picturing motion by geometric means, holding time as a fourth dimension of space, was hardly new. But the pictorial device invented by Minkowski was tailor-made for a peculiar variety of space-time: the one imposed by the kinematics of Einstein’s special theory of relativity, with its unified, non-Euclidean underlying geometric structure. By plo tting two or more reference frames in (...)
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  • On the ontology of particle mass and energy in special relativity.Kevin Coffey - 2020 - Synthese 198 (11):10817-10846.
    Einstein claimed that the fundamental dynamical insight of special relativity was the equivalence of mass and energy. I disagree. Not only are mass and energy not equivalent but talk of such equivalence obscures the real dynamical insight of special relativity, which concerns the nature of 4-forces and interactions more generally. In this paper I present and defend a new ontology of special relativistic particle dynamics that makes this insight perspicuous and I explain how alleged cases of mass–energy conversion can be (...)
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  • Vectorial Form of the Successive Lorentz Transformations. Application: Thomas Rotation. [REVIEW]Riad Chamseddine - 2012 - Foundations of Physics 42 (4):488-511.
    A complete treatment of the Thomas rotation involves algebraic manipulations of overwhelming complexity. In this paper, we show that a choice of convenient vectorial forms for the relativistic addition law of velocities and the successive Lorentz transformations allows us to obtain straightforwardly the Thomas rotation angle by three new methods: (a) direct computation as the angle between the composite vectors of the non-collinear velocities, (b) vectorial approach, and (c) matrix approach. The new expression of the Thomas rotation angle permits us (...)
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  • An ecological approach toward a unified theory of learning.William R. Charlesworth - 1981 - Behavioral and Brain Sciences 4 (1):142-143.
  • Stability and Change in Nature and Science.Harold I. Brown - 2020 - Topoi 39 (4):893-900.
    Change is endemic in nature yet scientists seek stability amidst change. When proposals fail scientists shift their focus and look for stability elsewhere. Scholars who study the development of science also seek stability in the scientific process. Here I explore the interaction between stability and change in nature as we understand it through the sciences and in the practice of scientific research. The concluding part argues that the search for stability meets a human intellectual need but this is compatible with (...)
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  • Explaining, Seeing, and Understanding in Thought Experiments.James Robert Brown - 2014 - Perspectives on Science 22 (3):357-376.
    Theories often run into paradoxes. Some of these are outright contradictions, sending the would-be champions of the theory back to the drawing board. Others are paradoxical in the sense of being bizarre and unexpected. The latter are sometimes mistakenly thought to be instances of the former. That is, they are thought to be more than merely weird; they are mistakenly thought to be self-refuting. Showing that they are not self-contradictory but merely a surprise is often a challenge. Notions of explanation (...)
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  • Classical Electromagnetic Interaction of a Point Charge and a Magnetic Moment: Considerations Related to the Aharonov–Bohm Phase Shift.Timothy H. Boyer - 2002 - Foundations of Physics 32 (1):1-39.
    A fundamentally new understanding of the classical electromagnetic interaction of a point charge and a magnetic dipole moment through order v 2 /c 2 is suggested. This relativistic analysis connects together hidden momentum in magnets, Solem's strange polarization of the classical hydrogen atom, and the Aharonov–Bohm phase shift. First we review the predictions following from the traditional particle-on-a-frictionless-rigid-ring model for a magnetic moment. This model, which is not relativistic to order v 2 /c 2 , does reveal a connection between (...)
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  • The best of many worlds, or, is quantum decoherence the manifestation of a disposition?Florian J. Boge - 2019 - Studies in History and Philosophy of Science Part B: Studies in History and Philosophy of Modern Physics 66 (C):135-144.
    In this paper I investigate whether the phenomenon of quantum decoherence, the vanishing of interference and detectable entanglement on quantum systems in virtue of interactions with the environment, can be understood as the manifestation of a disposition. I will highlight the advantages of this approach as a realist interpretation of the quantum formalism, and demonstrate how such an approach can benefit from advances in the metaphysics of dispositions. I will also confront some commonalities with and differences to the many worlds (...)
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  • Linking the biological functions and the mechanisms of learning: Uses and abuses.Patrick Bateson - 1981 - Behavioral and Brain Sciences 4 (1):142-142.
  • A theory of learning - not even déjà vu.George W. Barlow & Stephen E. Glickman - 1981 - Behavioral and Brain Sciences 4 (1):141-142.
  • Particles vs. events: The concatenated structure of world lines in relativistic quantum mechanics. [REVIEW]R. Arshansky, L. P. Horwitz & Y. Lavie - 1983 - Foundations of Physics 13 (12):1167-1194.
    The dynamical equations of relativistic quantum mechanics prescribe the motion of wave packets for sets of events which trace out the world lines of the interacting particles. Electromagnetic theory suggests thatparticle world line densities be constructed from concatenation of event wave packets. These sequences are realized in terms of conserved probability currents. We show that these conserved currents provide a consistent particle and antiparticle interpretation for the asymptotic states in scattering processes. The relation between current conservation and unitarity is used (...)
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  • Principles of learning and the ecological style of inquiry.Thomas R. Alley & Robert E. Shaw - 1981 - Behavioral and Brain Sciences 4 (1):139-141.