Results for 'Ellen R. Fridland'

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  1.  85
    Skill, Nonpropositional Thought, and the Cognitive Penetrability of Perception.Ellen R. Fridland - 2015 - Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 46 (1):105-120.
    In the current literature, discussions of cognitive penetrability focus largely either on interpreting empirical evidence in ways that is relevant to the question of modularity :343–391, 1999; Wu Philos Stud 165:647–669, 2012; Macpherson Philos Phenomenol Res, 84:24–62, 2012) or in offering epistemological considerations regarding which properties are represented in perception :519–540, 2009, Noûs 46:201–222, 2011; Prinz Perceptual experience, Oxford University Press, Oxford, pp 434–460, 2006). In contrast to these debates, in this paper, I explore conceptual issues regarding how we ought (...)
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  2.  39
    Skill and motor control: intelligence all the way down.Ellen Fridland - 2017 - Philosophical Studies 174 (6):1539-1560.
    When reflecting on the nature of skilled action, it is easy to fall into familiar dichotomies such that one construes the flexibility and intelligence of skill at the level of intentional states while characterizing the automatic motor processes that constitute motor skill execution as learned but fixed, invariant, bottom-up, brute-causal responses. In this essay, I will argue that this picture of skilled, automatic, motor processes is overly simplistic. Specifically, I will argue that an adequate account of the learned motor routines (...)
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  3.  33
    Values and Poetic Organizations: Beyond Value Fit Toward Values Through Conversation. [REVIEW]Ellen R. Auster & R. Edward Freeman - 2013 - Journal of Business Ethics 113 (1):39-49.
    In the midst of greed, corruption, the economic crash and the general disillusionment of business, current conceptions of leadership, organizational values, and authenticity are being questioned. In this article, we fill a prior research gap by directly exploring the intersection of these three concepts. We begin by delving into the relationship between individual values and organizational values. This analysis reveals that the “value fit” approach to creating authenticity is limited, and also indicates that a deeper exploration of the nature of (...)
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  4. Teacher leadership.Ann Lieberman, Ellen R. Saxl & Matthew B. Miles - 1988 - In Building a professional culture in schools. New York: Teachers College Press.
  5.  25
    De Musica as the Guide to Understanding Augustine’s Trinitarian Numerology in the De Trinitate.Ellen R. Scully - 2013 - Augustinian Studies 44 (1):93-116.
  6.  13
    Feminism under fire.Ellen R. Klein - 1996 - Amherst, N.Y.: Prometheus Books.
    Klein (philosophy, U. of Northern Florida-Jacksonville) offers an analysis of modern-day feminism and a personal memoir of coming of age and coming to terms with feminism as it relates to university politics and teaching. She presents a critique of contemporary feminism, discussing feminist and nonfeminist philosophy, feminist nonphilosophy, and feminist epistemology and pedagogy. She exposes the dogmas and fallacies of feminism, and argues that feminism is oppressive to women. Annotation copyright by Book News, Inc., Portland, OR.
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  7.  31
    Is 'normative naturalism' an oxymoron?Ellen R. Klein - 1992 - Philosophical Psychology 5 (3):287 – 297.
    There has been much discussion concerning the consequences of 'going natural', i.e., of replacing a priori epistemology with empirical psychology. Traditionalists claim that a naturalized epistemology is not viable—to eliminate the normative from an account of knowledge is to cease to do epistemology at all. Naturalists claim that a naturalized account is the only viable one—assuming, in step with the urgings of Quine, that there are no standards independent of (and external to) science, science itself must act as the sole (...)
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  8.  13
    Normative naturalism undefended: A response to McCauley's reply.Ellen R. Klein - 1992 - Philosophical Psychology 5 (3):307 – 308.
  9. Individual strategy and cultural regulation in Nuaulu hunting.R. Ellen - 1996 - In R. F. Ellen & Katsuyoshi Fukui (eds.), Redefining Nature: Ecology, Culture, and Domestication. Berg. pp. 597--635.
     
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  10.  31
    Redefining nature: ecology, culture, and domestication.R. F. Ellen & Katsuyoshi Fukui (eds.) - 1996 - Washington, D.C.: Berg.
    - How can anthropology improve our understanding of the interrelationship between nature and culture? - What can anthropology contribute to practical debates which depend on particular definitions of nature, such as that concerning sustainable development? Humankind has evolved over several million years by living in and utilizing 'nature' and by assimilating it into 'culture'. Indeed, the technological and cultural advancement of the species has been widely acknowledged to rest upon human domination and control of nature. Yet, by the 1960s, the (...)
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  11. Joint Action: Neurocognitive Mechanisms Supporting Human Interaction.Harold Bekkering, Ellen R. A. De Bruijn, Raymond H. Cuijpers, Roger Newman-Norlund, Hein T. Van Schie & Ruud Meulenbroek - 2009 - Topics in Cognitive Science 1 (2):340-352.
    Humans are experts in cooperating with each other when trying to accomplish tasks they cannot achieve alone. Recent studies of joint action have shown that when performing tasks together people strongly rely on the neurocognitive mechanisms that they also use when performing actions individually, that is, they predict the consequences of their co‐actor’s behavior through internal action simulation. Context‐sensitive action monitoring and action selection processes, however, are relatively underrated but crucial ingredients of joint action. In the present paper, we try (...)
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  12.  10
    Sexual Harassment: Why Brokers Trade in It, and What Can Be Done to Stop It.Ellen R. Peirce - 1999 - Business and Society Review 104 (1):42-52.
  13.  35
    The other side of the coin: oxytocin decreases the adherence to fairness norms.Sina Radke & Ellen R. A. de Bruijn - 2012 - Frontiers in Human Neuroscience 6.
  14.  7
    On the role of similarity in mental accounting and hedonic editing.Ellen R. K. Evers, Alex Imas & Christy Kang - 2022 - Psychological Review 129 (4):777-789.
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  15. Values, Authenticity, and Responsible Leadership.R. Edward Freeman & Ellen R. Auster - 2011 - Journal of Business Ethics 98 (S1):15-23.
    The recent financial crisis has prompted questioning of our basic ideas about capitalism and the role of business in society. As scholars are calling for “responsible leadership” to become more of the norm, organizations are being pushed to enact new values, such as “responsibility” and “sustainability,” and pay more attention to the effects of their actions on their stakeholders. The purpose of this study is to open up a line of research in business ethics on the concept of “ authenticity (...)
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  16. From Classroom to Boardroom: Teaching Practical Ethics Outside the Academy.Ellen R. Klein - 1993 - Teaching Philosophy 16 (2):123-130.
  17.  50
    Asian texts, Asian contexts: encounters with Asian philosophies and religions.David Edward Jones & Ellen R. Klein (eds.) - 2010 - Albany: State University of New York Press.
    Asian Texts -- Asian Contexts helps bring Asian philosophy and religion into wider classroom consideration by giving nonspecialists entree to primary texts from ...
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  18.  36
    Abnormal emotion processing, but intact fairness and intentionality considerations during social decision-making in schizophrenia.Javier de la Asuncion, Lise Docx, Bernard Sabbe, Manuel Morrens & Ellen R. A. de Bruijn - 2015 - Frontiers in Psychology 6.
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  19. They’ve lost control: reflections on skill.Ellen Fridland - 2014 - Synthese 191 (12):2729-2750.
    In this paper, I submit that it is the controlled part of skilled action, that is, that part of an action that accounts for the exact, nuanced ways in which a skilled performer modifies, adjusts and guides her performance for which an adequate, philosophical theory of skill must account. I will argue that neither Jason Stanley nor Hubert Dreyfus have an adequate account of control. Further, and perhaps surprisingly, I will argue that both Stanley and Dreyfus relinquish an account of (...)
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  20.  37
    Efficient conditioned inhibition of the rabbit’s nictitating membrane response with massed training.Andrea M. Allan, John E. Desmond, Ellen R. Stockman, Anthony G. Romano, John W. Moore, Christopher H. Yeo & I. Steele-Russell - 1980 - Bulletin of the Psychonomic Society 16 (5):321-324.
  21. Skill and motor control: intelligence all the way down.Ellen Fridland - 2017 - Philosophical Studies 174 (6):1-22.
    When reflecting on the nature of skilled action, it is easy to fall into familiar dichotomies such that one construes the flexibility and intelligence of skill at the level of intentional states while characterizing the automatic motor processes that constitute motor skill execution as learned but fixed, invariant, bottom-up, brute-causal responses. In this essay, I will argue that this picture of skilled, automatic, motor processes is overly simplistic. Specifically, I will argue that an adequate account of the learned motor routines (...)
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  22. Automatically minded.Ellen Fridland - 2017 - Synthese 194 (11).
    It is not rare in philosophy and psychology to see theorists fall into dichotomous thinking about mental phenomena. On one side of the dichotomy there are processes that I will label “unintelligent.” These processes are thought to be unconscious, implicit, automatic, unintentional, involuntary, procedural, and non-cognitive. On the other side, there are “intelligent” processes that are conscious, explicit, controlled, intentional, voluntary, declarative, and cognitive. Often, if a process or behavior is characterized by one of the features from either of the (...)
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  23. Knowing‐how: Problems and Considerations.Ellen Fridland - 2015 - European Journal of Philosophy 23 (3):703-727.
    In recent years, a debate concerning the nature of knowing-how has emerged between intellectualists who claim that knowledge-how is reducible to knowledge-that and anti-intellectualists who claim that knowledge-how comprises a unique and irreducible knowledge category. The arguments between these two camps have clustered largely around two issues: intellectualists object to Gilbert Ryle's assertion that knowing-how is a kind of ability, and anti-intellectualists take issue with Jason Stanley and Timothy Williamson's positive, intellectualist account of knowing-how. Like most anti-intellectualists, in this paper (...)
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  24.  24
    Up to “Me” or Up to “Us”? The Impact of Self-Construal Priming on Cognitive Self-Other Integration.Lorenza S. Colzato, Ellen R. A. de Bruijn & Bernhard Hommel - 2012 - Frontiers in Psychology 3.
  25. Problems with intellectualism.Ellen Fridland - 2013 - Philosophical Studies 165 (3):879-891.
    In his most recent book, Stanley (2011b) defends his Intellectualist account of knowledge how. In Know How, Stanley produces the details of a propositionalist theory of intelligent action and also responds to several objections that have been forwarded to this account in the last decade. In this paper, I will focus specifically on one claim that Stanley makes in chapter one of his book: I will focus on Stanley’s claim that automatic mechanisms can be used by the intellectualist in order (...)
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  26.  88
    Longer, smaller, faster, stronger: On skills and intelligence.Ellen Fridland - 2019 - Philosophical Psychology 32 (5):759-783.
    ABSTRACTHow does practice change our behaviors such that they go from being awkward, unskilled actions to elegant, skilled performances? This is the question that I wish to explore in this paper. In the first section of the paper, I will defend the tight connection between practice and skill and then go on to make precise how we ought to construe the concept of practice. In the second section, I will suggest that practice contributes to skill by structuring and automatizing the (...)
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  27.  80
    Intention at the Interface.Ellen Fridland - 2019 - Review of Philosophy and Psychology 12 (3):481-505.
    I identify and characterize the kind of personal-level control-structure that is most relevant for skilled action control, namely, what I call, “practical intention”. I differentiate between practical intentions and general intentions not in terms of their function or timing but in terms of their content. I also highlight a distinction between practical intentions and other control mechanisms that are required to explain skilled action. I’ll maintain that all intentions, general and practical, have the function specifying, sustaining, and structuring action but (...)
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  28. It just feels right: an account of expert intuition.Ellen Fridland & Matt Stichter - 2020 - Synthese 199 (1-2):1327-1346.
    One of the hallmarks of virtue is reliably acting well. Such reliable success presupposes that an agent is able to recognize the morally salient features of a situation, and the appropriate response to those features and is motivated to act on this knowledge without internal conflict. Furthermore, it is often claimed that the virtuous person can do this in a spontaneous or intuitive manner. While these claims represent an ideal of what it is to have a virtue, it is less (...)
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  29.  56
    The Routledge Handbook of Philosophy of Skill and Expertise.Ellen Fridland & Carlotta Pavese (eds.) - 2020 - New York, NY: Routledge.
    Philosophical questions surrounding skill and expertise can be traced back as far as Ancient Greece, China, and India. In the twentieth century skilled action was an important factor in the work of phenomenologists such as Heidegger and Merleau-Ponty and analytic philosophers including Gilbert Ryle. However, as a subject in its own right it has, until now, remained largely in the background. The Routledge Handbook of Philosophy of Skill and Expertise is an outstanding reference source and the first major collection of (...)
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  30.  29
    Competitive Game Play Attenuates Self-Other Integration during Joint Task Performance.Margit I. Ruissen & Ellen R. A. de Bruijn - 2016 - Frontiers in Psychology 7.
  31.  56
    Skill and strategic control.Ellen Fridland - 2021 - Synthese 199 (3-4):5937-5964.
    This paper provides an account of the strategic control involved in skilled action. When I discuss strategic control, I have in mind the practical goals, plans, and strategies that skilled agents use in order to specify, structure, and organize their skilled actions, which they have learned through practice. The idea is that skilled agents are better than novices not only at implementing the intentions that they have but also at forming the right intentions. More specifically, skilled agents are able formulate (...)
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  32.  87
    Skill Learning and Conceptual Thought: Making our way through the wilderness.Ellen Fridland - 2014 - In Bana Bashour Hans Muller (ed.), Contemporary Philosophical Naturalism and Its Implications. Routledge.
  33.  86
    Imitation reconsidered.Ellen Fridland & Richard Moore - 2015 - Philosophical Psychology 28 (6):856-880.
    In the past 20 years or so, the psychological research on imitation has flourished. However, our working definition of imitation has not adequately adapted in order to reflect this research. The closest that we've come to a revamped conception of imitation comes from the work of Michael Tomasello. Despite its numerous virtues, Tomasello's definition is in need of at least two significant amendments, if it is to reflect the current state of knowledge. Accordingly, it is our goal in this paper (...)
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  34.  66
    Motor Skill and Moral Virtue.Ellen Fridland - 2017 - Royal Institute of Philosophy Supplement 80:139-170.
    Virtue ethicists often appeal to practical skill as a way of understanding the nature of virtue. An important commitment of a skill account of virtue is that virtue is learned through practice and not through study, memorization, or reflection alone. In what follows, I will argue that virtue ethicists have only given us half the story. In particular, in focusing on outputs, or on the right actions or responses to moral situations, virtue ethicists have overlooked a crucial facet of virtue: (...)
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  35.  59
    Addiction and embodiment.Ellen Fridland & Corinde E. Wiers - 2018 - Phenomenology and the Cognitive Sciences 17 (1):15-42.
    Recent experiments have shown that when individuals with a substance use disorder are confronted with drug-related cues, they exhibit an automatically activated tendency to approach these cues. The strength of the drug approach bias has been associated with clinically relevant measures, such as increased drug craving and relapse, and activations in brain reward areas. Retraining the approach bias by means of cognitive bias modification has been demonstrated to decrease relapse rates in patients with an alcohol use disorder and to reduce (...)
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  36. What is cognition? angsty monism, permissive pluralism(s), and the future of cognitive science.Cameron Buckner & Ellen Fridland - 2017 - Synthese (11):4191-4195.
  37. The case for proprioception.Ellen Fridland - 2011 - Phenomenology and the Cognitive Sciences 10 (4):521-540.
    In formulating a theory of perception that does justice to the embodied and enactive nature of perceptual experience, proprioception can play a valuable role. Since proprioception is necessarily embodied, and since proprioceptive experience is particularly integrated with one’s bodily actions, it seems clear that proprioception, in addition to, e.g., vision or audition, can provide us with valuable insights into the role of an agent’s corporal skills and capacities in constituting or structuring perceptual experience. However, if we are going to have (...)
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  38.  32
    Do as I say and as I do: Imitation, pedagogy, and cumulative culture.Ellen Fridland - 2018 - Mind and Language 33 (4):355-377.
    Several theories, which attempt to give an account of cumulative culture, emphasize the importance of high‐fidelity transmission mechanisms as central to human learning. These high‐fidelity transmission mechanisms are thought to account for the ratchet effect, that is, the capacity to inherit modified or improved knowledge and skills rather than having to develop one's skills from the ground up via individual learning. In this capacity, imitation and teaching have been thought to occupy a special place in the explanation of cumulative culture (...)
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  39.  56
    6 Skill Learning and Conceptual Thought.Ellen Fridland - 2013 - In Bana Bashour Hans Muller (ed.), Contemporary Philosophical Naturalism and its Implications. Routledge. pp. 13--77.
  40.  45
    Tryptophan supplementation and the response to unfairness in healthy volunteers.Hilâl Cerit, Rachel J. Schuur, Ellen R. A. de Bruijn & Willem Van der Does - 2015 - Frontiers in Psychology 6.
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  41.  73
    Imitation, Skill Learning, and Conceptual Thought: an embodied, developmental approach.Ellen Fridland - 2013 - In Liz Swan (ed.), Origins of Mind. pp. 203--224.
  42.  23
    Addiction and embodiment.Corinde E. Wiers & Ellen Fridland - 2018 - Phenomenology and the Cognitive Sciences 17 (1):15-42.
    Recent experiments have shown that when individuals with a substance use disorder are confronted with drug-related cues, they exhibit an automatically activated tendency to approach these cues. The strength of the drug approach bias has been associated with clinically relevant measures, such as increased drug craving and relapse, and activations in brain reward areas. Retraining the approach bias by means of cognitive bias modification has been demonstrated to decrease relapse rates in patients with an alcohol use disorder and to reduce (...)
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  43. Perception and Skill: Theoretical Foundations for a Science of Perception.Ellen Fridland - 2010 - Dissertation, Cuny Graduate Center
  44. Imitation, skill learning, and conceptual thought : an embodied, developmental approach.Ellen Fridland - 2012 - In Liz Stillwaggon Swan (ed.), Origins of mind. Springer.
     
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  45. Jackie O; or how I learned to stop worrying and love my Chanel.Ellen Fridland & Andrew Porter - 2010 - In Brian Sietz & Ron Scapp (eds.), Fashion Statements: On Style, Appearance, and Reality. Palgrave-Macmillan.
  46.  49
    Nivedita Gangopadhyay, Michael Madary, and Finn Spencer (Eds.), Perception, action, and consciousness: sensorimotor dynamics and the two visual systems.Ellen Fridland - 2013 - Phenomenology and the Cognitive Sciences 12 (4):899-906.
  47.  68
    philosophy of learning.Ellen Fridland & Anna Strasser - 2012 - Encyclopedia of the Sciences of Learning.
  48.  94
    Reviewing the logic of self-deception.Ellen Fridland - 2011 - Behavioral and Brain Sciences 34 (1):22-23.
    I argue that framing the issue of motivated belief formation and its subsequent social gains in the language of self-deception raises logical difficulties. Two such difficulties are that (1) in trying to provide an evolutionary motive for viewing self-deception as a mechanism to facilitate other-deception, the ease and ubiquity of self-deception are undermined, and (2) because after one has successfully deceived oneself, what one communicates to others, though untrue, is not deceptive, we cannot say that self-deception evolved in order to (...)
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  49. The Routledge Handbook of Skills and Expertise.Ellen Fridland & Pavase Carlotta (eds.) - 2021 - Rutledge.
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  50.  37
    Skill’s Psychological Structures. [REVIEW]Ellen Fridland - 2020 - Ethical Theory and Moral Practice 24 (2):555-562.
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