Results for 'Lynn E. Rose'

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  1.  23
    Lynn E. Rose. Aristotle's Syllogistic. Charles C. Thomas, Publisher, Springfield, Illinois, 1968, Vii + 149 Pp. [REVIEW]Ivan Boh - 1971 - Journal of Symbolic Logic 36 (4):670-671.
  2.  6
    Review: Lynn E. Rose, Aristotle's Syllogistic. [REVIEW]Ivan Boh - 1971 - Journal of Symbolic Logic 36 (4):670-671.
  3.  5
    Lynn E. Rose. Sun, Moon, and Sothis: A Study of Calendars and Calendar Reforms in Ancient Egypt. Xxxvi + 339 Pp., Illus., Apps., Bibl., Index. Deerfield Beach, Fla.: KRONOS Press, 1999. $38. [REVIEW]Georges Declercq - 2002 - Isis 93 (2):297-298.
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  4.  34
    Aristotleʼs Syllogistic.Lynn E. Rose - 1968 - Springfield, Ill., Thomas.
  5.  24
    Countering a Counter-Intuitive Probability.Lynn E. Rose - 1972 - Philosophy of Science 39 (4):523-524.
    Professor Copi provides us with the following example:Remove all cards except aces and kings from a deck, so that only eight cards remain, of which four are aces and four are kings. From this abbreviated deck, deal two cards to a friend. If he looks at his cards and announces that his hand contains an ace, what is the probability that both his cards are aces? If he announces instead that one of his cards is the ace of spades, what (...)
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  6.  23
    Plato's Analytic Method.Lynn E. Rose - 1971 - Philosophy and Phenomenological Research 32 (2):280-281.
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  7.  11
    A Note on the Euthyphro, 10-11.Lynn E. Rose - 1965 - Phronesis 10 (2):149-150.
  8.  76
    The Cartesian Circle.Lynn E. Rose - 1965 - Philosophy and Phenomenological Research 26 (1):80-89.
    This paper suggests that the appearance of circularity in descartes' arguments is due to a lack of precision in his statements of them, Rather than to any flaw in his reasoning. The clear and distinct perceptions presupposed in the demonstrations of the existence of God are not the same as those whose reliability depends upon the existence of god. He is presupposing the reliability only of those clear and distinct perceptions which are known through the light of nature and have (...)
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  9.  9
    The Deuteros Plous in Plato’s Phaedo.Lynn E. Rose - 1966 - The Monist 50 (3):464-473.
    A distressing number of philosophers and classicists think that the deuteros plous or “second best” mentioned at Phaedo 99c9-dl is the hypothetical method. Many of them will even tell you that Plato says the hypothetical method is the deuteros plous, and that they are not merely interpreting his meaning. They usually back off, however, when challenged on this point, for there jus isn’t any such statement by Plato. Nor, I think, does Plato give us any justification at all for taking (...)
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  10.  51
    The Deuteros Plous in Plato’s Phaedo.Lynn E. Rose - 1966 - The Monist 50 (3):464-473.
    A distressing number of philosophers and classicists think that the deuteros plous or “second best” mentioned at Phaedo 99c9-dl is the hypothetical method. Many of them will even tell you that Plato says the hypothetical method is the deuteros plous, and that they are not merely interpreting his meaning. They usually back off, however, when challenged on this point, for there jus isn’t any such statement by Plato. Nor, I think, does Plato give us any justification at all for taking (...)
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  11.  16
    A Note on the Euthyphro, 10-11.Lynn E. Rose - 1965 - Phronesis 10 (2):149 - 150.
  12.  12
    An Approach to the Metaphysics of Plato Through the Parmenides.Lynn E. Rose - 1962 - Philosophy and Phenomenological Research 23 (2):295-295.
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  13.  40
    Premise Order in Aristotle's Syllogistic.Lynn E. Rose - 1966 - Phronesis 11 (2):154-158.
  14.  16
    Aristotle's Syllogistic and the Fourth Figure.Lynn E. Rose - 1965 - Mind 74 (295):382-389.
  15.  32
    Plato's Divided Line.Lynn E. Rose - 1964 - Review of Metaphysics 17 (3):425 - 435.
    The "divided line" passage seems to compare the four states of the soul and their objects to the four segments of a line, somewhat as follows.
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  16.  31
    Plato's Meno, 86-89.Lynn E. Rose - 1970 - Journal of the History of Philosophy 8 (January):1-8.
    This paper examines socrates' method for determining whether virtue is taught, And discusses some of the opposing interpretations that have been offered (e.G., By robinson and hackforth). Some major conclusions are: that hypotheses that have been deduced from other hypotheses can still be called hypotheses; that it is false that there can be only one hypothesis per argument; and that the several hypotheses in a given argument need not all be hypothesized with the same degree of confidence.
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  17.  6
    A. Flew's "Hume's Philosophy of Belief". [REVIEW]Lynn E. Rose - 1962 - Philosophy and Phenomenological Research 23 (2):295.
  18.  6
    Bennett Simon's "Mind and Madness in Ancient Greece: The Classical Roots of Modern Psychiatry". [REVIEW]Lynn E. Rose - 1980 - Philosophy and Phenomenological Research 41 (1):245.
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  19.  10
    Plato's Meno, 86-89.Lynn E. Rose - 1970 - Journal of the History of Philosophy 8 (1).
  20. "Global History of Philosophy" by John C. Plott. [REVIEW]Lynn E. Rose - 1983 - Philosophy and Phenomenological Research 43 (4):555.
     
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  21. Plato’s Symposium.Lynn E. Rose - 1971 - Philosophy and Phenomenological Research 32 (2):279-280.
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  22. Recent Publications.Lynn E. Rose - 1983 - Philosophy and Phenomenological Research 43 (4):557.
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  23. "The Worlds of Plato and Aristotle" and "The Worlds of the Early Greek Philosophers" by J. B. Wilbur and H. J. Allen. [REVIEW]Lynn E. Rose - 1983 - Philosophy and Phenomenological Research 43 (4):556.
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  24.  25
    On Hypothesis in the Cratylus as an Indication of the Place of the Dialogue in the Sequence of Dialogues.Lynn E. Rose - 1964 - Phronesis 9 (2):114-116.
  25.  13
    Sayre, Kenneth M., "Plato's Analytic Method". [REVIEW]Lynn E. Rose - 1971 - Philosophy and Phenomenological Research 32 (2):280.
  26.  6
    Rosen, Stanley, "Plato's Symposium". [REVIEW]Lynn E. Rose - 1971 - Philosophy and Phenomenological Research 32 (2):279.
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  27.  27
    Plato's Unhypothetical Principle.Lynn E. Rose - 1966 - Journal of the History of Philosophy 4 (3):189-198.
  28.  5
    R. S. Brumbaugh's "Plato on the One". [REVIEW]Lynn E. Rose - 1964 - Philosophy and Phenomenological Research 24 (3):448.
  29.  5
    The Domination of Astronomy Over Other Disciplines.Lynn E. Rose - 1974 - PSA: Proceedings of the Biennial Meeting of the Philosophy of Science Association 1974:469 - 476.
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  30.  3
    Reply to Mr. Kretzmann.Lynn E. Rose - 1965 - Philosophy and Phenomenological Research 26 (1):93.
  31. Obituary: Marvin Farber (1901-1980).Kah Kyung Cho & Lynn E. Rose - 1981 - Philosophy and Phenomenological Research 42 (1):1-4.
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  32. Brill Online Books and Journals.James Warren, John Ferguson, Robert R. Wellman, Lynn E. Rose, David Gallop, David Savan, Wolf Deicke, Robert G. Hoerber & I. M. Lonie - 2011 - Phronesis 56 (2).
  33. Working Memory and Human Cognition.John T. E. Richardson, Randall W. Engle, Lynn Hasher, Robert H. Logie, Ellen R. Stoltzfus & Rose T. Zacks - 1996 - Oxford University Press USA.
    As interest in working memory is increasing at a rapid pace, an open discussion of the central issues involved is both useful and timely. This new volume compares and contrasts conceptions of working memory, with contributions from proponents of different views.
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  34.  2
    Science and Math Interest and Gender Stereotypes: The Role of Educator Gender in Informal Science Learning Sites.Luke McGuire, Tina Monzavi, Adam J. Hoffman, Fidelia Law, Matthew J. Irvin, Mark Winterbottom, Adam Hartstone-Rose, Adam Rutland, Karen P. Burns, Laurence Butler, Marc Drews, Grace E. Fields & Kelly Lynn Mulvey - 2021 - Frontiers in Psychology 12.
    Interest in science and math plays an important role in encouraging STEM motivation and career aspirations. This interest decreases for girls between late childhood and adolescence. Relatedly, positive mentoring experiences with female teachers can protect girls against losing interest. The present study examines whether visitors to informal science learning sites differ in their expressed science and math interest, as well as their science and math stereotypes following an interaction with either a male or female educator. Participants were visitors to one (...)
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  35.  2
    Understanding Parents’ Roles in Children’s Learning and Engagement in Informal Science Learning Sites.Angelina Joy, Fidelia Law, Luke McGuire, Channing Mathews, Adam Hartstone-Rose, Mark Winterbottom, Adam Rutland, Grace E. Fields & Kelly Lynn Mulvey - 2021 - Frontiers in Psychology 12.
    Informal science learning sites create opportunities for children to learn about science outside of the classroom. This study analyzed children’s learning behaviors in ISLS using video recordings of family visits to a zoo, children’s museum, or aquarium. Furthermore, parent behaviors, features of the exhibits and the presence of an educator were also examined in relation to children’s behaviors. Participants included 63 children and 44 parents in 31 family groups. Results showed that parents’ science questions and explanations were positively related to (...)
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  36.  15
    Automatic and Effortful Processes in Memory.Lynn Hasher & Rose T. Zacks - 1979 - Journal of Experimental Psychology: General 108 (3):356-388.
  37.  24
    Ancient Greek Couches. E.P. Baughan Couched in Death. Klinai and Identity in Anatolia and Beyond. Pp. XVIII + 487, Ills, Maps, Colour Pls. Madison, Wi and London: The University of Wisconsin Press, 2013. Cased, Us$65. Isbn: 978-0-299-29180-8. [REVIEW]Lynn E. Roller - 2015 - The Classical Review 65 (2):564-566.
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  38.  35
    Developing a Framework for Assessing Responsible Conduct of Research Education Programs.Lynne E. Olson - 2010 - Science and Engineering Ethics 16 (1):185-200.
    Education in the responsible conduct of research (RCR) in the United States has evolved over the past decade from targeting trainees to including educational efforts aimed at faculty and staff. In addition RCR education has become more focused as federal agencies have moved to recommend specific content and to mandate education in certain areas. RCR education has therefore become a research-compliance issue necessitating the development of policies and the commitment of resources to develop or expand systems for educating faculty and (...)
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  39.  9
    Audiovisual Spoken Word Training Can Promote or Impede Auditory-Only Perceptual Learning: Prelingually Deafened Adults with Late-Acquired Cochlear Implants Versus Normal Hearing Adults.Lynne E. Bernstein, Silvio P. Eberhardt & Edward T. Auer - 2014 - Frontiers in Psychology 5.
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  40.  17
    Foucault and the Early Childhood Classroom.Lynn E. Cohen - 2008 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 44 (1):7-21.
    Foucault's notion of ?regimes of truth? (MacNaughton 2005, 30) provides an understanding of how some discourses operate and network together to reinforce a particular powerful view of the world. These can be in oral or written forms. Early childhood education practices are drawn on the discourse of a document developed by the National Association for the Education of Young Children (NAEYC) on developmentally appropriate practice. Statements made in this written discourse have been accepted as factual and produce shared language among (...)
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  41.  30
    Appropriate Supervisor--Graduate Student Relationships.Lynne E. Sullivan & James R. P. Ogloff - 1998 - Ethics and Behavior 8 (3):229 – 248.
    Given that university faculty members and supervisors practicing in the community have been involved in at least one research supervisor-graduate student relationship, it is surprising that so little attention has been paid to the ethical issues involved in such relationships. Indeed, as a student and her or his graduate research supervisor may be involved in a close working relationship for many years, it is understandable that several opportunities can arise that could be considered dual or multiple relationships. Examples of such (...)
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  42.  7
    On Mood Variation and Memory: Reply to Isen , Ellis , and Mayer and Bower.Lynn Hasher, Rose T. Zacks, Karen C. Rose & Bonnie Doren - 1985 - Journal of Experimental Psychology: General 114 (3):404-409.
  43.  21
    Independent or Dependent Feature Evaluation: A Question of Stimulus Characteristics.Lynne E. Bernstein - 1989 - Behavioral and Brain Sciences 12 (4):756-757.
  44.  9
    User Design Issues for Distributed Artificial Intelligence.Lynne E. Hall - 1996 - In N. Jennings & G. O'Hare (eds.), Foundations of Distributed Artificial Intelligence. Wiley.
  45.  21
    The Great Mother at Gordion: The Hellenization of an Anatolian Cult.Lynn E. Roller - 1991 - Journal of Hellenic Studies 111:128-143.
    Gordion, the principal city of Phrygia, was an important center for the worship of the major Phrygian divinity, the Great Mother of Anatolia, the Greek and Roman Cybele. Considerable evidence for the goddess's prominence there have come to light through excavations conducted at the site, first by Gustav and Alfred Körte and more recently by the continuing expedition sponsored by the University Museum in Philadelphia. These include sculptural representations of the goddess and numerous votive objects dedicated to her. The material (...)
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  46.  5
    (M.) Xagorari-Gleissner Meter Theon: die Göttermutter bei den Griechen (Peleus: Studien zur Archäologie und Geschichte Griechenlands und Zyperns 40). Mainz: Verlag Franz Phlipp Rutzen, 2008. Pp. 175, €32. 9783938646267. [REVIEW]Lynn E. Roller - 2011 - Journal of Hellenic Studies 131:247-248.
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  47.  14
    Tacesics, the Study of Touch: A Model for Proxemic Analysis.Lynn E. Kauffman - 1971 - Semiotica 4 (2).
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  48.  43
    On a Problem in Conditional Probability.A. I. Dale - 1974 - Philosophy of Science 41 (2):204-206.
    In an article “Countering a Counter-intuitive Probability” [4], Lynn E. Rose discusses a question in conditional probability, claiming that the following problem posed by Copi [1] is usually incorrectly solved:Remove all cards except aces and kings from a deck, so that only eight cards remain, of which four are aces and four are kings. From this abbreviated deck, deal two cards to a friend. If he looks at his cards and announces that his hand contains an ace, what (...)
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  49.  46
    Therapeutic Misconception: Hope, Trust and Misconception in Paediatric Research.Simon Woods, Lynn E. Hagger & Pauline McCormack - 2014 - Health Care Analysis 22 (1):3-21.
    Although the therapeutic misconception (TM) has been well described over a period of approximately 20 years, there has been disagreement about its implications for informed consent to research. In this paper we review some of the history and debate over the ethical implications of TM but also bring a new perspective to those debates. Drawing upon our experience of working in the context of translational research for rare childhood diseases such as Duchenne muscular dystrophy, we consider the ethical and legal (...)
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  50. Retrieval-Induced Forgetting in a Social Task.Brianne L. Glazier, Lynn E. Alden & Peter Graf - 2021 - Cognition and Emotion 35 (1):199-206.
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