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Stuart E. Dreyfus [11]Stuart Dreyfus [2]
  1. Revisiting the Six Stages of Skill Acquisition.B. Scot Rousse & Stuart E. Dreyfus - 2021 - In Teaching and Learning for Adult Skill Acquisition: Applying the Dreyfus & Dreyfus Model in Different Fields. Charlotte, NC, USA: pp. 3-28.
    The acquisition of a new skill usually proceeds through five stages, from novice to expert, with a sixth stage of mastery available for highly motivated performers. In this chapter, we re-state the six stages of the Dreyfus Skill Model, paying new attention to the transitions and interrelations between them. While discussing the fifth stage, expertise, we unpack the claim that, “when things are proceeding normally, experts don’t solve problems and don’t make decisions; they do what normally works” (Dreyfus & Dreyfus, (...)
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  2. The Challenge of Merleau-Ponty's Phenomenology of Embodiment for Cognitive Science.Hubert L. Dreyfus & Stuart E. Dreyfus - 1999 - In Gail Weiss & Honi Fern Haber (eds.), Perspectives on Embodiment: The Intersections of Nature and Culture. Routledge. pp. 103--120.
     
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  3.  5
    The Five-Stage Model of Adult Skill Acquisition.Stuart E. Dreyfus - 2004 - Bulletin of Science, Technology and Society 24 (3):177-181.
    The following is a summary of the author’s five-stage model of adult skill acquisition, developed in collaboration with Hubert L. Dreyfus. An earlier version of this article appeared in chapter 1 of Mind Over Machine: The Power of Human Intuition and Expertise in the Era of the Computer.
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  4.  8
    The Ethical Implications of the Five-Stage Skill-Acquisition Model.Stuart E. Dreyfus & Hubert L. Dreyfus - 2004 - Bulletin of Science, Technology and Society 24 (3):251-264.
    We assume that acting ethically is a skill. We then use a phenomenological description of five stages of skill acquisition to argue that an ethics based on principles corresponds to a beginner’s reliance on rules and so is developmentally inferior to an ethics based on expert response that claims that, after long experience, the ethical expert learns to respond appropriately to each unique situation. The skills model thus supports an ethics of situated involvement such as that of Aristotle, John Dewey, (...)
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  5. Making a Mind Versus Modeling the Brain: AI at a Crossroads.Hubert L. Dreyfus & Stuart E. Dreyfus - 1988 - Daedalus.
  6. How to Stop Worrying About the Frame Problem Even Though It's Computationally Insoluble.Hubert L. Dreyfus & Stuart E. Dreyfus - 1987 - In Zenon W. Pylyshyn (ed.), The Robot's Dilemma. Ablex. pp. 95--112.
     
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  7.  1
    Totally Model-Free Learned Skillful Coping.Stuart E. Dreyfus - 2004 - Bulletin of Science, Technology and Society 24 (3):182-187.
    The author proposes a neural-network-based explanation of how a brain might acquire intuitive expertise. The explanation is intended merely to be suggestive and lacks many complexities found in even lower animal brains. Yet significantly, even this simplified brain model is capable of explaining the acquisition of simple skills without developing articulable rules for behavior or a model of the skill domain or an explicit identification of which observables in the environment are necessary for skillful behavior. Furthermore, no memories of prior (...)
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  8.  33
    Putting Computers in Their Place.Hubert Dreyfus & Stuart Dreyfus - 1986 - Social Research: An International Quarterly 53.
  9.  57
    What Artificial Experts Can and Cannot Do.Hubert L. Dreyfus & Stuart E. Dreyfus - 1992 - AI and Society 6 (1):18-26.
    One's model of skill determines what one expects from neural network modelling and how one proposes to go about enhancing expertise. We view skill acquisition as a progression from acting on the basis of a rough theory of a domain in terms of facts and rules to being able to respond appropriately to the current situation on the basis of neuron connections changed by the results of responses to the relevant aspects of many past situations. Viewing skill acquisition in this (...)
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  10.  1
    A Modern Perspective on Creative Cognition.Stuart E. Dreyfus - 2009 - Bulletin of Science, Technology and Society 29 (1):3-8.
    Influenced by recent neuroscientific research, the author proposes that the cognition underlying creativity should be seen as a sequential process requiring the appropriate interspersing of both intuitive and analytical modes of thought. Each of these modes may concern itself with either identifying the information that is the focus of potentially creative cognition or with the creative perspective from which to view the information. Here, perspective refers to the salience of various elements of the information set, of which some elements might (...)
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  11.  22
    On the Proper Treatment of Smolensky.Hubert L. Dreyfus & Stuart E. Dreyfus - 1988 - Behavioral and Brain Sciences 11 (1):31-32.
  12.  1
    Book Review: Cognitive Work Analysis. Toward Safe, Productive and Healthy Computer-Based Work. [REVIEW]Stuart Dreyfus - 2000 - Bulletin of Science, Technology and Society 20 (6):481-482.
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  13.  11
    Inadequacies in the Decision Analysis Model of Rationality.Hubert L. Dreyfus & Stuart E. Dreyfus - 1978 - In A. Hooker, J. J. Leach & E. F. McClennen (eds.), Foundations and Applications of Decision Theory. D. Reidel. pp. 115--124.
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