35 found
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  1.  28
    Interaction of arousal and recall interval in nonsense syllable paired-associate learning.Lewis J. Kleinsmith & Stephen Kaplan - 1964 - Journal of Experimental Psychology 67 (2):124.
  2.  54
    Paired-associate learning as a function of arousal and interpolated interval.Lewis J. Kleinsmith & Stephen Kaplan - 1963 - Journal of Experimental Psychology 65 (2):190.
  3.  14
    Prototypes, Location, and Associative Networks (PLAN): Towards a Unified Theory of Cognitive Mapping.Eric Chown, Stephen Kaplan & David Kortenkamp - 1995 - Cognitive Science 19 (1):1-51.
    An integrated representation of large‐scale space, or cognitive map, colled PLAN, is presented that attempts to address a broader spectrum of issues than has been previously attempted in a single model. Rather than examining way‐finding as a process separate from the rest of cognition, one or the fundamental goals of this work is to examine how the wayfinding process is integrated into general cognition. One result of this approach is that the model is “heads‐up,” or scene‐based, because it takes advantage (...)
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  4.  25
    Hermeneutics, holography, and Indian idealism: a study of projection and Gauḍapāda's Māṇḍūkya kārikā.Stephen Kaplan - 1987 - Delhi: Motilal Banarsidass.
    ABOUT THE BOOK:Hermeneutics, Holography and Indian Idealism is a cross-cultural and interdisciplinary analysis of the notion of projection. Advaita Vedanta informs us that mind is projected `out-there` into the world during perception. Is this notion.
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  5.  21
    Vidyā and Avidyā: Simultaneous and Coterminous? \-\- A Holographic Model to Illuminate the Advaita Debate.Stephen Kaplan - 2007 - Philosophy East and West 57 (2):178-203.
    The Advaita Vedānta notion of ātman/Brahman presents serious philosophical challenge to this school—namely, it demands that they explain how all can be undivided, unchanging, and pure consciousness, yet appear to be everything but nondual, unchanging, and pure consciousness. The Advaita answer is avidyā, ajñāna. This answer tells us that Brahman does not really change; it is only ignorance that makes it appear to change. This answer has engendered as many questions as it has resolved, and it is possible that they (...)
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  6. Active symbols and internal models: Towards a cognitive connectionism. [REVIEW]Stephen Kaplan, Mark Weaver & Robert French - 1990 - AI and Society 4 (1):51-71.
    In the first section of the article, we examine some recent criticisms of the connectionist enterprise: first, that connectionist models are fundamentally behaviorist in nature (and, therefore, non-cognitive), and second that connectionist models are fundamentally associationist in nature (and, therefore, cognitively weak). We argue that, for a limited class of connectionist models (feed-forward, pattern-associator models), the first criticism is unavoidable. With respect to the second criticism, we propose that connectionist modelsare fundamentally associationist but that this is appropriate for building models (...)
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  7.  43
    Vidyā and Avidyā: Simultaneous and Coterminous?: A Holographic Model to Illuminate the Advaita Debate.Stephen Kaplan - 2007 - Philosophy East and West 57 (2):178 - 203.
    The Advaita Vedānta notion of ātman/Brahman presents a serious philosophical challenge to this school-namely, it demands that they explain how all (reality) can be undivided, unchanging, and pure consciousness, yet appear to be everything but nondual, unchanging, and pure consciousness. The Advaita answer is avidyā, ajāna (ignorance). This answer tells us that Brahman does not really change; it is only ignorance that makes it appear to change. This answer has engendered as many questions as it has resolved, and it is (...)
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  8. Toward a better understanding of prosocial behavior: The role of evolution and directed attention.Stephen Kaplan & Raymond De Young - 2002 - Behavioral and Brain Sciences 25 (2):263-264.
    Rachlin's thought-provoking analysis could be strengthened by greater openness to evolutionary interpretation and the use of the directed attention concept as a component of self-control. His contribution to the understanding of prosocial behavior would also benefit from abandoning the traditional (and excessively restrictive) definition of altruism.
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  9. Different Paths, Different Summits: A Model for Religious Pluralism.Stephen Kaplan - 2005 - Philosophy East and West 55 (3):503.
     
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  10. A Critique of an Ontological Approach to Gaudapada's Mandukya Karikas.Stephen Kaplan - 1983 - Journal of Indian Philosophy 11:339.
     
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  11.  21
    Authorial Authenticity or Theological Polemics? Discerning the Implications of Śaṅkara’s Battle with the Buddhists.Stephen Kaplan - 2013 - International Journal of Hindu Studies 17 (1):1-36.
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  12.  25
    Active symbols, limited storage and the power of natural intelligence.Eric Chown & Stephen Kaplan - 1992 - Behavioral and Brain Sciences 15 (3):442-443.
  13.  54
    Perception, action planning, and cognitive maps.Eric Chown, Lashon B. Booker & Stephen Kaplan - 2001 - Behavioral and Brain Sciences 24 (5):882-882.
    Perceptual learning mechanisms derived from Hebb's theory of cell assemblies can generate prototypic representations capable of extending the representational power of TEC (Theory of Event Coding) event codes. The extended capability includes categorization that accommodates “family resemblances” and problem solving that uses cognitive maps.
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  14.  50
    Hebb's accomplishments misunderstood.Michael Hucka, Mark Weaver & Stephen Kaplan - 1995 - Behavioral and Brain Sciences 18 (4):635-636.
    Amit's efforts to provide stronger theoretical and empirical support for Hebb's cell-assembly concept is admirable, but we have serious reservations about the perspective presented in the target article. For Hebb, the cell assembly was a building block; by contrast, the framework proposed here eschews the need to fit the assembly into a broader picture of its function.
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  15.  54
    Cell assemblies as building blocks of larger cognitive structures.J. Eric Ivancich, Christian R. Huyck & Stephen Kaplan - 1999 - Behavioral and Brain Sciences 22 (2):292-293.
    Pulvermüller's work in extending Hebb's theory into the realm of language is exciting. However, we feel that what he characterizes as a single cell assembly is actually a set of cooperating cell assemblies that form parts of larger cognitive structures. These larger structures account more easily for a variety of phenomena, including the psycholinguistic.
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  16.  22
    Integrating exemplars in category learning: Better late than never, but better early than late.J. Eric Ivancich, David A. Schwartz & Stephen Kaplan - 2000 - Behavioral and Brain Sciences 23 (4):481-482.
    Page's target article makes a good case for the strength of localist models. This can be characterized as an issue of where new information is integrated with respect to existing knowledge structures. We extend the analysis by discussing the dimension of when this integration takes place, the implications, and how they guide us in the creation of cognitive models.
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  17.  34
    An appraisal of a psychological approach to meditation.Stephen Kaplan - 1978 - Zygon 13 (1):83-101.
  18.  15
    Associative learning and the cognitive map: Differences in intelligence as expressions of a common learning mechanism.Stephen Kaplan - 1987 - Behavioral and Brain Sciences 10 (4):672.
  19.  38
    Culture, genre and the M nd kya K Rik : Philosophical inconsistency, historical uncertainty, or textual discontinuity?Stephen Kaplan - 1996 - Asian Philosophy 6 (2):129 – 145.
    Abstract Daniel H. H. Ingalls referred to Gaudap?da's M?nd?kya K?rik?, a very early Advaita text, as ? ... the most puzzling perhaps, of all Sanskrit philosophical texts?. This article shows that some of the philosophical quandaries associated with this text are the result of inappropriately imposing a graphic and prose model of textuality upon a text composed in the k?rik? (memorial verse) genre and in an oral cultural context. Developing a model of textuality consistent with the literary genre and cultural (...)
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  20.  19
    Individual differences in learning as a function of shock level.Rachel Kaplan, Stephen Kaplan & Edward L. Walker - 1960 - Journal of Experimental Psychology 60 (6):404.
  21.  19
    Lost in Chelm: Maladaptive behavior in an adaptive model.Stephen Kaplan - 1982 - Behavioral and Brain Sciences 5 (4):643-644.
  22.  12
    Molar concepts and mentalistic theories: A moral perspective.Stephen Kaplan - 1984 - Behavioral and Brain Sciences 7 (4):692-693.
  23.  35
    Mind, māyā, and holography: A phenomenology of projection.Stephen Kaplan - 1983 - Philosophy East and West 33 (4):367-378.
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  24.  67
    Revisiting K. C. Bhattacharyya's concept of the absolute and its alternative forms: A holographic model for simultaneous illumination.Stephen Kaplan - 2004 - Asian Philosophy 14 (2):99 – 115.
    Krishnachandra Bhattacharyya, one of the preeminent Indian philosophers of the 20th century, proposed that the absolute appears in three alternative forms - truth, freedom and value. Each of these forms are for Bhattacharyya absolute, ultimate, not penultimate. Each is different from the other, yet they cannot be said to be one or many. He contends that these absolutes are incompatible with each other and that an articulation of the relation between the three absolutes is not feasible. This paper will review (...)
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  25. Three absolutes and four types of negation : integrating Krishnachandra Bhattacharyya's insights?Stephen Kaplan - 2023 - In Elise Coquereau-Saouma & Daniel Raveh (eds.), The Making of Contemporary Indian Philosophy: Krishnachandra Bhattacharyya. New York, NY: Routledge.
     
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  26. Three Levels of Evil in Advaita Vedanta and a Holographic Analogy.Stephen Kaplan - 1997 - In William Cenkner (ed.), Evil and the Response of World Religion. Paragon House. pp. 116--129.
     
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  27.  21
    Yoga and the battlefield of ethics: Highlighting an infusion model for ethics education.Stephen Kaplan - 2006 - Science and Engineering Ethics 12 (2):391-398.
    This paper articulates an infusion model of ethics education for engineering students by illuminating the value of a religious studies course on yoga. This model is distinguished from four other possible approaches that have traditionally been used to prepare engineering students to face the challenges of the work place. The article is not claiming that this approach should be used to the exclusion of the other approaches, but rather that it adds strength to the other approaches. Specifically, the article claims (...)
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  28.  20
    A nonspatial solution to a spatial problem.Ronald M. Lesperance & Stephen Kaplan - 1989 - Behavioral and Brain Sciences 12 (3):408-409.
  29.  18
    Hermeneutics, Holography and Indian Idealism: A Study of Projection and Gauḍapāda's Māṇḍūkya Kārikā.Karl H. Potter & Stephen Kaplan - 1991 - Philosophy East and West 41 (1):122.
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  30.  19
    A little mechanism can go a long way.David A. Schwartz, Mark Weaver & Stephen Kaplan - 1999 - Behavioral and Brain Sciences 22 (4):631-632.
    We propose a way in which Barsalou could strengthen his position and at the same time make a considerable dent in the category/abstraction problem (that he suggests remains unsolved). There exists a class of connectionist models that solves this problem parsimoniously and provides a mechanistic underpinning for the promising high-level architecture he proposes.
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  31.  15
    Suppression, attention, and effort: A proposed enhancement for a promising theory.David A. Schwartz, J. Eric Ivancich & Stephen Kaplan - 1997 - Behavioral and Brain Sciences 20 (1):36-37.
    Although Glenberg 's theory benefits from the incorporation of a suppression concept, a more differentiated view of suppression would be even more effective. We propose such a concept, showing how it accounts for phenomena that Glenberg describes and also for phenomena that he ignores.
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  32.  15
    Connectionist learning and the challenge of real environments.Mark Weaver & Stephen Kaplan - 1990 - Behavioral and Brain Sciences 13 (3):510-511.
  33.  61
    The Yogācāra roots of advaita idealism? Noting a similarity between vasubandhu and Gau $$\underset{\raise0.3em\hbox{$\smash{\scriptscriptstyle\cdot}$}}{d} $$ apāda. [REVIEW]Stephen Kaplan - 1992 - Journal of Indian Philosophy 20 (2):191-218.
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  34. A critique of an ontological approach to gaudapāda's māu $\underset{\raise0.3em\hbox{$\underset{\raise0.3em\hbox{\smash{\scriptscriptstyle\cdot}$}}{n} \underset{\raise0.3em\hbox{$}}{n} \underset{\raise0.3em\hbox{\smash{\scriptscriptstyle\cdot}$}}{d}$}}{d} " />ūkya kārikās. [REVIEW]Stephen Kaplan - 1983 - Journal of Indian Philosophy 11 (4).
     
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  35.  18
    A critique of an ontological approach to Gaudapāda's Māu $$\underset{\raise0.3em\hbox{$\smash{\scriptscriptstyle\cdot}$}}{n} \underset{\raise0.3em\hbox{$\smash{\scriptscriptstyle\cdot}$}}{d}$$ ūkya Kārikās. [REVIEW]Stephen Kaplan - 1983 - Journal of Indian Philosophy 11 (4):339-355.
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