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  1. Teaching Weight-Gravity and Gravitation in Middle School.Igal Galili, Varda Bar & Yaffa Brosh - 2016 - Science & Education 25 (9-10):977-1010.
    This study deals with the school instruction of the concept of weight. The historical review reveals the major steps in changing weight definition reflecting the epistemological changes in physics. The latest change drawing on the operation of weighing has been not widely copied into physics education. We compared the older instruction based on the gravitational definition of weight with the newer one based on the operational definition. The experimental teaching was applied in two versions, simpler and extended. The study examined (...)
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  • There is One Geometry and in Each Case There is a Different Formula.Ioannis Rizos, Anastasios Patronis & Dionyssios Lappas - 2017 - Science & Education 26 (6):691-710.
    In this paper, we analyze two episodes from an inquiry-based didactical research; the complete analysis of our research data is still ongoing. By taking into consideration various developments from the history of the geometry of space-time, our general aim is to explore high school students’ conceptions about measurement of length and time in relatively moving systems, and lead the students to reconsider these conceptions in an attempt of constructing a new metric for space-time. The episodes are extracted from long interviews (...)
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  • Chocolate and Chess BandyAlexChocolate and Chess: Budapest: Akadémiai Kiadó, 2010. 476 pp. $48.00. [REVIEW]John Kadvany - 2012 - Philosophy of the Social Sciences 42 (2):276-286.
    Chocolate and Chess tells the fascinating story of Imre Lakatos’ life in Hungary before his flight to England following the failed 1956 Hungarian Revolution. The book focuses on Lakatos’ role as a political functionary under Hungarian Stalinism, and compiles what is known of Lakatos’ role in the induced suicide of a young woman, Éva Iszák, at the end of World War II. This historical and biographical study provides essential background for appreciating Lakatos’ cross-cultural role as a philosopher in England and (...)
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  • Objectivity and its relation to physical science.I. I. Polonoff - unknown
    On all sides, one hears appeals to objectivity and exhortations to be objective. These admonitions are usually made by scientifically-minded people. Laudable as these appeals may be, they are sometimes so framed as to give the impression that objectivity is a quality or property of events that is immediately recognizable. It is thus, a finality, an ultimate for knowledge, which, when recognized, is taken as given. Ulterior questions, as to what constitutes the objective character of fact, are considered spurious meanderings (...)
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  • Fundamental Physics, Partial Models and Time’s Arrow.Howard Callaway - 2016 - In L. Magnani (ed.), Proceedings of MBR2015. Springer. pp. 601-618.
    This paper explores the scientific viability of the concept of causality—by questioning a central element of the distinction between “fundamental” and non-fundamental physics. It will be argued that the prevalent emphasis on fundamental physics involves formalistic and idealized partial models of physical regularities abstracting from and idealizing the causal evolution of physical systems. The accepted roles of partial models and of the special sciences in the growth of knowledge help demonstrate proper limitations of the concept of fundamental physics. We expect (...)
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  • SUR LA NOTION DE THÉORIE CLOSE DE WERNER HEISENBERG À LA LUMIÈRE DU SECOND WITTGENSTEIN.Frédérique Laurent & François-Igor Pris - 2015 - APRIORI. Серия: Гуманитарные науки 6:1-35.
    Nous interprétons les vues philosophiques de Werner Heisenberg comme un pragmatisme et un réalisme non-métaphysique de type Wittgensteinien. La « théorie close » est une règle (concept) Wittgensteinienne. À la différence d’Alisa Bokulich qui donne raison à la position de Paul Dirac sur la nature des relations entre les théories physiques différentes, nous favorisons plutôt celle de Heisenberg. Notre position interprétant Heisenberg va aussi à l’encontre de celle de Popper: le critère d’une théorie scientifique établie (close) est sa non-falsifiabilité. -/- (...)
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  • On the Philosophical Inadequacy of Modern Physics and the Need for a Theory of Space.Henry H. Lindner - 2015 - Cosmos and History 11 (1):136-180.
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  • Transdisciplinary knowledge integration : cases from integrated assessment and vulnerability assessment.J. Hinkel - unknown
    Keywords: climate change, integrated assessment, knowledge integration, transdisciplinary research, vulnerability, vulnerability assessment. This thesis explores how transdisciplinary knowledge integration can be facilitated in the context of integrated assessments and vulnerability assessments of climate change. Even though knowledge integration is fundamental in such transdisciplinary assessments, the actual process of integrating knowledge is rarely addressed explicitly and methodically. Here, knowledge integration is conceptualised into the subsequent phases of the elaboration of a shared language and the design of a methodology. Three devices for (...)
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  • A commentary on Alessandro Roncaglia’s paper: ‘Should the History of Economic Thought be Included in Undergraduate Curricula?’.Nicholas J. Theocarakis - 2014 - Economic Thought 3 (1):10.
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  • Why another alternative optokinetic model?Thomas Probst - 1994 - Behavioral and Brain Sciences 17 (2):325-326.
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  • The equivalence of mass and energy.Francisco Flores - forthcoming - Stanford Encyclopedia of Philosophy.
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  • Einstein as a Disciple of Galileo A Comparative Study of Concept Development in Physics.Jürgen Renn - 1993 - Science in Context 6 (1):311-341.
    The ArgumentIn this paper I present and argue for a model of conceptual development in science and apply it to the transition from classical to modern physics associated with Einstein. The model claims a continuous and rational transition between incompatible subsequent conceptual systems in mathematical science and explains its mechanism. The model was developed in a study of the transition from preclassical to classical mechanics. I argue for a strong structural analogy between the transition from preclassical to classical mechanics on (...)
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  • A study and critique of the teaching of the history of science and technology. Interim report by the committee on undergraduate education of the history of science society. [REVIEW]Harold Issadore Sharlin, Stephen G. Brush, Harold L. Burstyn, Sandra Herbert, Michael S. Mahoney & Nathan Sivin - 1975 - Annals of Science 32 (1):55-70.
    The history of science and technology has been a scholarly discipline with little attention given to the special needs of undergraduate teaching. What needs to be done to transform a discipline to an undergraduate subject? Suggestions include using the relation between science and technology as well as the role of interpreters in formulation of the popular world view. Relations with science and history departments are considered. Curriculum materials are surveyed with some recommendations for correcting deficiencies.
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  • Analysis of information for 3-D motion perception: The role of eye movements.George J. Andersen - 1994 - Behavioral and Brain Sciences 17 (2):311-312.
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  • A cortical substrate for motion perception during self-motion.Peter Thier, Roger G. Erickson & Johannes Dichgans - 1994 - Behavioral and Brain Sciences 17 (2):335-335.
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  • Two straw men stay silent when asked about the “direct” versus “inferential” controversy.J. R. Tresilian - 1994 - Behavioral and Brain Sciences 17 (2):335-337.
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  • Space as reference signal? Elaborate it in depth!Boris M. Velichkovsky & A. H. C. Van der Heijden - 1994 - Behavioral and Brain Sciences 17 (2):337-338.
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  • The illusion of self-motion in virtual reality environments.John Wann & Simon Rushton - 1994 - Behavioral and Brain Sciences 17 (2):338-340.
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  • Motion perception: Rights, wrongs and further speculations.Alexander H. Wertheim - 1994 - Behavioral and Brain Sciences 17 (2):340-355.
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  • The significance of the active pick-up of information in ecological theories of motion perception.Lucy Yardley - 1994 - Behavioral and Brain Sciences 17 (2):340-340.
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  • Ego-centered and environment-centered perceptions of self-movement.John J. Rieser - 1994 - Behavioral and Brain Sciences 17 (2):328-329.
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  • Active and passive head and body movements.Helen E. Ross - 1994 - Behavioral and Brain Sciences 17 (2):329-330.
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  • What does linear vection tell us about the optokinetic pathway?Xavier M. Sauvan - 1994 - Behavioral and Brain Sciences 17 (2):330-330.
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  • Ecological efference mediation theory and motion perception during self-motion.Wayne L. Shebilske - 1994 - Behavioral and Brain Sciences 17 (2):330-331.
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  • The idea that space perception involves more than eye movement signals and the position of the retinal image has come up before.Alexander A. Skavenski - 1994 - Behavioral and Brain Sciences 17 (2):331-332.
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  • Does the reference signal cancel visual field motion?Arnold E. Stoper - 1994 - Behavioral and Brain Sciences 17 (2):333-334.
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  • Spatial motion perception requires the perception of distance.Michael Swanston - 1994 - Behavioral and Brain Sciences 17 (2):334-334.
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  • The inferential model of motion perception during self-motion cannot apply at constant velocity.Richard Held - 1994 - Behavioral and Brain Sciences 17 (2):320-321.
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  • Some problems with the gain of the reference signal.Hitoshi Honda - 1994 - Behavioral and Brain Sciences 17 (2):321-322.
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  • Optical foundations of perceived ego motion.Nam-Gyoon Kim & M. T. Turvey - 1994 - Behavioral and Brain Sciences 17 (2):322-323.
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  • Wertheim's “reference” signal: Successful in explaining perception of absolute motion, but how about relative motion?S. Mateeff & J. Hohnsbein - 1994 - Behavioral and Brain Sciences 17 (2):323-324.
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  • Inferring the visual reference.Fred H. Previc - 1994 - Behavioral and Brain Sciences 17 (2):324-325.
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  • Why another alternative optokinetic model?Thomas Probst - 1994 - Behavioral and Brain Sciences 17 (2):325-326.
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  • Perception of motion with respect to multiple criteria.Gary E. Riccio - 1994 - Behavioral and Brain Sciences 17 (2):326-328.
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  • Biological perception of self-motion.Ronald G. Boothe - 1994 - Behavioral and Brain Sciences 17 (2):314-315.
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  • Extending reference signal theory to rapid movements.Bruce Bridgeman & Jean Blouin - 1994 - Behavioral and Brain Sciences 17 (2):315-316.
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  • Ego- and object-motion perception: Where does it take place?U. Büttner & A. Straube - 1994 - Behavioral and Brain Sciences 17 (2):316-317.
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  • Sensor fusion in motion perception.David Coombs - 1994 - Behavioral and Brain Sciences 17 (2):317-318.
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  • Direct perception theory needs to include computational reasoning, not extraretinal information.Niels da Vitoria Lobo - 1994 - Behavioral and Brain Sciences 17 (2):318-318.
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  • Ambiguities in mathematically modelling the dynamics of motion perception.Robert A. M. Gregson - 1994 - Behavioral and Brain Sciences 17 (2):318-319.
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  • Computational aspects of motion perception during self-motion.Itzhak Hadani & Bela Julesz - 1994 - Behavioral and Brain Sciences 17 (2):319-320.
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  • A theory of the perceptual stability of the visual world rather than of motion perception.Wolfgang Becker & Thomas Mergner - 1994 - Behavioral and Brain Sciences 17 (2):312-313.
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  • Frame and metrics for the reference signal.Victor I. Belopolsky - 1994 - Behavioral and Brain Sciences 17 (2):313-314.
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  • The Role of Imagistic Simulation in Scientific Thought Experiments.John J. Clement - 2009 - Topics in Cognitive Science 1 (4):686-710.
    Interest in thought experiments (TEs) derives from the paradox: “How can findings that carry conviction result from a new experiment conducted entirely within the head?” Historical studies have established the importance of TEs in science but have proposed disparate hypotheses concerning the source of knowledge in TEs, ranging from empiricist to rationalist accounts. This article analyzes TEs in think‐aloud protocols of scientifically trained experts to examine more fine‐grained information about their use. Some TEs appear powerful enough to discredit an existing (...)
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  • Detection of Rotation by a Local Elevator-Like Gedanken Experiment.N. Ben-Amots - 2005 - Foundations of Physics 35 (9):1533-1542.
    A gedanken experiment that distinguishes locally between acceleration of rotation and linear acceleration is described and discussed.
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  • A Coaccelerated Observer.Amos Harpaz & Noam Soker - 2005 - Foundations of Physics 35 (9):1521-1531.
    We analyze the situation of an observer coaccelerated relative to a linearly accelerated charge, in order to find whether he can observe the radiation emitted from the accelerated charge. It is found that the seemingly special situation of the coaccelerated observer relative to any other observer, is deduced from a wrong use of the retarded coordinate system, when such a system is inadmissible. It is also found that the coaccelerated observer has no special position other than any other observer, and (...)
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  • Matter Creation by Geometry in an Integrable Weyl-Dirac Theory.Mark Israelit - 1999 - Foundations of Physics 29 (8):1303-1322.
    An integrable version of the Weyl-Dirac geometry is presented. This framework is a natural generalization of the Riemannian geometry, the latter being the basis of the classical general relativity theory. The integrable Weyl-Dirac theory is both coordinate covariant and gauge covariant (in the Weyl sense), and the field equations and conservation laws are derived from an action integral. In this framework matter creation by geometry is considered. It is found that a spatially confined, spherically symmetric formation made of pure geometric (...)
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  • Fine, Einstein, and ensembles.Reed Guy & Robert Deltete - 1990 - Foundations of Physics 20 (8):943-965.
    Einstein insisted that the only acceptable interpretation of the quantum theory was an ensemble interpretation, that this way of understanding the quantum formalism eliminated all the problems associated with interpreting the theory as a complete description of individual systems. But he never developed his ensemble interpretation in any detail or explained how it was supposed to resolve the difficulties with the individual interpretation. We offer a reconstruction of Einstein's position that is consonant with his other beliefs and examine the “prism” (...)
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  • Relationships between quantum physics and biology.Andrew A. Cochran - 1971 - Foundations of Physics 1 (3):235-250.
    The known facts of quantum physics and biology strongly suggest the following hypotheses: atoms and the fundamental particles have a rudimentary degree of consciousness, volition, or self-activity; the basic features of quantum mechanics are a result of this fact; the quantum mechanical wave properties of matter are actually the conscious properties of matter; and living organisms are a direct result of these properties of matter. These hypotheses are tested by using them to make detailed predictions of new facts, and then (...)
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  • What do double dissociations prove?Guy C. Orden, Bruce F. Pennington & Gregory O. Stone - 2001 - Cognitive Science 25 (1):111-172.
    Brain damage may doubly dissociate cognitive modules, but the practice of revealing dissociations is predicated on modularity being true (T. Shallice, 1988). This article questions the utility of assuming modularity, as it examines a paradigmatic double dissociation of reading modules. Reading modules illustrate two general problems. First, modularity fails to converge on a fixed set of exclusionary criteria that define pure cases. As a consequence, competing modular theories force perennial quests for purer cases, which simply perpetuates growth in the list (...)
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