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The principles of genetic epistemology

New York: Routledge (1997)

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  1. International Handbook of Research in History, Philosophy and Science Teaching.Michael R. Matthews (ed.) - 2014 - Springer.
    This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...)
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  • Toward a More Realistic Constructivism.Khosrow Bagheri Noaparast - 1995 - In G. J. Neimeyer & R. A. Neimeyer (eds.), Advances in personal construct theory. JAI Press. pp. 37-59.
    ""Kelly’s constructive epistemology needs to transcend its background of instrumentalism arising from Dewey’s influence. What enables us to well avoid instrumentalism is a notion of truth that incorporates both coherence and correspondence. If we were to abandon coherence, we would have to embrace the naïve conception of realism, while by abandoning correspondence we would have to embrace instrumentalism because we would have to consider the workability of a theory or a construction system and its coherence with previously successful ones as (...)
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  • (1 other version)On Ernst von Glasersfeld's contribution to education: One interpretation, one example.Marie Larochelle & Jacques Désautels - 2007 - Constructivist Foundations 2 (2-3):90-97.
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  • “Is” and “ought” in cognitive science.William G. Lycan - 1981 - Behavioral and Brain Sciences 4 (3):344-345.
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  • Who shall be the arbiter of our intuitions?Daniel Kahneman - 1981 - Behavioral and Brain Sciences 4 (3):339-340.
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  • The Idea Of a Religious Social Science.Khosrow Bagheri Noaparast - 2009 - Alhoda.
    In this book, the words ‘science’ and ‘social science’ are used in their limited sense that refer to experience-based knowledge. This should not indicate that experience is being used in a positivistic sense. Rather, the important insights of all kinds of post-positivist views are embraced to give an extensive meaning to experience. However, the most important characteristic of experience and science that should never be excluded is its dependence on observation and observational evidence. Thus, when ‘science’ is used in combination (...)
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  • Reflections on Emotions, Imagination, and Moral Reasoning Toward an Integrated, Multidisciplinary Approach to Moral Cognition.Wayne Christensen & John Sutton - 2012 - In Robyn Langdon & Catriona Mackenzie (eds.), Emotions, Imagination, and Moral Reasoning. Psychology Press. pp. 327-347.
    B eginning with the problem of integrating diverse disciplinary perspectives on moral cognition, we argue that the various disciplines have an interest in developing a common conceptual framework for moral cognition research. We discuss issues arising in the other chapters in this volume that might serve as focal points for future investigation and as the basis for the eventual development of such a framework. These include the role of theory in binding together diverse phenomena and the role of philosophy in (...)
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  • Logic and Ontology.Nino B. Cocchiarella - 2001 - Axiomathes 12 (1-2):117-150.
    A brief review of the historicalrelation between logic and ontologyand of the opposition between the viewsof logic as language and logic as calculusis given. We argue that predication is morefundamental than membership and that differenttheories of predication are based on differenttheories of universals, the three most importantbeing nominalism, conceptualism, and realism.These theories can be formulated as formalontologies, each with its own logic, andcompared with one another in terms of theirrespective explanatory powers. After a briefsurvey of such a comparison, we argue (...)
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  • Gordon Pask's conversation theory: A domain independent constructivist model of human knowing. [REVIEW]Bernard Scott - 2001 - Foundations of Science 6 (4):343-360.
    Although it is conceded that distinct knowledge domains do presentparticular problems of coming to know, in thispaper it is argued that it is possible to construct a domain independent modelof the processes of coming to know, one inwhich observers share understandings and do soin agreed ways. The model in question is partof the conversation theory of Gordon Pask. CT, as a theory of theory construction andcommunication, has particular relevance forfoundational issues in science and scienceeducation. CT explicitly propounds a ``radicalconstructivist'' epistemology. (...)
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  • Can human irrationality be experimentally demonstrated?L. Jonathan Cohen - 1981 - Behavioral and Brain Sciences 4 (3):317-370.
    The object of this paper is to show why recent research in the psychology of deductive and probabilistic reasoning does not have.
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  • Wuhan College Students’ Self-Directed Learning and Academic Performance: Chain-Mediating Roles of Optimism and Mental Health.Jun Li, Dong Yang & Ziao Hu - 2022 - Frontiers in Psychology 12.
    This study explored the chain-mediating roles of optimism and mental health in the relation of self-directed learning with academic performance among college students in Wuhan during long-term online teaching. In total, 473 valid responses were obtained from students at three Wuhan universities. Self-directed learning, optimism, mental health, and academic performance scales were used as measurement instruments; a 5-point Likert scale was employed for all items. To examine the instruments’ reliability and validity, a measurement model was constructed; moreover, structural models were (...)
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  • How WEIRD is Cognitive Archaeology? Engaging with the Challenge of Cultural Variation and Sample Diversity.Anton Killin & Ross Pain - 2023 - Review of Philosophy and Psychology 14 (2):539-563.
    In their landmark 2010 paper, “The weirdest people in the world?”, Henrich, Heine, and Norenzayan outlined a serious methodological problem for the psychological and behavioural sciences. Most of the studies produced in the field use people from Western, Educated, Industrialised, Rich and Democratic (WEIRD) societies, yet inferences are often drawn to the species as a whole. In drawing such inferences, researchers implicitly assume that either there is little variation across human populations, or that WEIRD populations are generally representative of the (...)
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  • Aristotle's Theory of Abstraction.Allan Bäck - 2014 - Cham, Switzerland: Springer.
    This book investigates Aristotle’s views on abstraction and explores how he uses it. In this work, the author follows Aristotle in focusing on the scientific detail first and then approaches the metaphysical claims, and so creates a reconstructed theory that explains many puzzles of Aristotle’s thought. Understanding the details of his theory of relations and abstraction further illuminates his theory of universals. Some of the features of Aristotle’s theory of abstraction developed in this book include: abstraction is a relation; perception (...)
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  • Studying Language Evolution: From Ethology and Comparative Zoology to Social Primatology and Evolutionary Psychology.Nathalie Gontier & Marco Pina - 2014 - In Marco Pina & Nathalie Gontier (eds.), The Evolution of Social Communication in Primates: A Multidisciplinary Approach. Springer. pp. 1-30.
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  • Palaeo-philosophy: Complex and Concept in Archaic Patterns of Thought.Paul S. MacDonald - 2005 - Cosmos and History : The Journal of Natural and Social Philosophy 1 (2):222-244.
    This paper argues that efforts to understand historically remote patterns of thought are driven away from their original meaning if the investigation focuses on reconstruction of concepts. It is simply not appropriate to be looking for an archaic concept of soul, name or dream, for example, when considering the earliest documents which attest to their writers’ beliefs about certain types of phenomena. Instead, we propose to employ the notion of cognitive complex in order to investigate some important philosophical themes in (...)
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  • Propensity, evidence, and diagnosis.J. L. Mackie - 1981 - Behavioral and Brain Sciences 4 (3):345-346.
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  • Cortical maturation: an antecedent of Piaget's behavioral stages.Kathleen R. Gibson - 1978 - Behavioral and Brain Sciences 1 (2):188-188.
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  • Why Human Virtues Obtain in the Natural World.Jerker Karlsson - forthcoming - Religious Studies.
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  • Status of the rationality assumption in psychology.Marvin S. Cohen - 1981 - Behavioral and Brain Sciences 4 (3):332-333.
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  • The political choreography of the Sophia robot: beyond robot rights and citizenship to political performances for the social robotics market.Jaana Parviainen & Mark Coeckelbergh - forthcoming - AI and Society.
    A humanoid robot named ‘Sophia’ has sparked controversy since it has been given citizenship and has done media performances all over the world. The company that made the robot, Hanson Robotics, has touted Sophia as the future of artificial intelligence. Robot scientists and philosophers have been more pessimistic about its capabilities, describing Sophia as a sophisticated puppet or chatbot. Looking behind the rhetoric about Sophia’s citizenship and intelligence and going beyond recent discussions on the moral status or legal personhood of (...)
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  • Representation and development of cognition.Hengwei Li, Huaxin Huang, Wang Xiaolu & Xiao Jiayan - 2007 - Frontiers of Philosophy in China 2 (4):583-600.
    One of the major divergences between dynamical systems theory and symbolism lies in their views on the role of representation in cognition. From the perspective of development, the cognitive development could be divided into three levels: sensorimotor, imagery representation and linguistic representation. It is claimed that representation is not a sufficient condition though it is necessary for cognition. However, it does not mean that the authors agree with the notion of strong coupling in dynamicism that completely rejects representation.
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  • Methodological Issues in Science Education Research: A Perspective from the Philosophy of Science.Keith S. Taber - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 1839-1893.
    This chapter offers an overview of methodological issues within science education research and considers the extent to which this area of scholarship can be understood to (actually and potentially) be scientific. The chapter considers the nature of education and educational research, how methodological issues are discussed in educational research and the range of major methodological strategies commonly used. It is suggested that the way research is discussed, undertaken and reported seems quite different in science education from research in the natural (...)
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  • Lógica deóntica y algoritmos adaptativos: La relevancia del beneficio explícito en las versiones de la tarea de selección.Miguel López Astorga - 2013 - Filosofia Unisinos 14 (1).
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  • Rational animal?Simon Blackburn - 1981 - Behavioral and Brain Sciences 4 (3):331-332.
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  • Another vote for rationality.Mary Henle - 1981 - Behavioral and Brain Sciences 4 (3):339-339.
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  • Unphilosophical probability.Sandy L. Zabell - 1981 - Behavioral and Brain Sciences 4 (3):358-359.
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  • (1 other version)Directions for Mind, Brain, and Education: Methods, Models, and Morality.Zachary Stein & Kurt W. Fischer - 2011 - Educational Philosophy and Theory 43 (1):56-66.
    In this article we frame a set of important issues in the emerging field of Mind, Brain, and Education in terms of three broad headings: methods, models, and morality. Under the heading of methods we suggest that the need for synthesis across scientific and practical disciplines entails the pursuit of usable knowledge via a catalytic symbiosis between theory, research, and practice. Under the heading of models the goal of producing usable knowledge should shape the construction of theories that provide comprehensive (...)
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  • Can children's irrationality be experimentally demonstrated?Sam Glucksberg - 1981 - Behavioral and Brain Sciences 4 (3):337-338.
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  • Performing competently.Lola L. Lopes - 1981 - Behavioral and Brain Sciences 4 (3):343-344.
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  • L. J. Cohen versus Bayesianism.Ilkka Niiniluoto - 1981 - Behavioral and Brain Sciences 4 (3):349-349.
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  • Some questions regarding the rationality of a demonstration of human rationality.Robert J. Sternberg - 1981 - Behavioral and Brain Sciences 4 (3):352-353.
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  • Putnam's model-theoretic argument, natural realism, and the standard conception of theories.Gregory Landini - 1987 - Philosophical Papers 16 (3):209-233.
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  • The History and the Future of the Psychology of Filial Piety: Chinese Norms to Contextualized Personality Construct.Olwen Bedford & Kuang-Hui Yeh - 2019 - Frontiers in Psychology 10.
    In the field of psychology, filial piety is usually defined in terms of traditional Chinese culture-specific family traditions. The problem with this approach is that it tends to emphasize identification of behavioral rules or norms, which limits its potential for application in other cultural contexts. Due to the global trend of population aging, governments are searching for solutions to the accompanying financial burden so greater attention is being focused on the issue of elder care and its relevance to filial practices. (...)
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  • Inferential competence: right you are, if you think you are.Stephen P. Stich - 1981 - Behavioral and Brain Sciences 4 (3):353-354.
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  • Cohen on contraposition.N. E. Wetherick - 1981 - Behavioral and Brain Sciences 4 (3):358-358.
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  • Two Empirical Approaches to the Study of Reasoning.Maurice A. Finocchiaro - 1994 - Informal Logic 16 (1).
    David N. Perkins has studied everyday reasoning by an experimental-critical approach involving taped interviews during which subjects reflect on controversial issues and articulate their reasoning on both sides. The present author has studied scientific reasoning in natural language by an historical-textual approach involving the reconstruction and evaluation of the arguments in Galileo's Two Chief World Systems. They have, independently, reached the strikingly similar substantive conclusion that the most common flaw of informal reasoning is the failure to consider lines of argument (...)
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  • Representation and development of cognition.L. I. Hengwei & Huang Huaxin - 2007 - Frontiers of Philosophy in China 2 (4):583-600.
    One of the major divergences between dynamical systems theory and symbolism lies in their views on the role of representation in cognition. From the perspective of development, the cognitive development could be divided into three levels: sensorimotor, imagery representation and linguistic representation. It is claimed that representation is not a sufficient condition though it is necessary for cognition. However, it does not mean that the authors agree with the notion of strong coupling in dynamicism that completely rejects representation.
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  • The importance of cognitive illusions.Peter Wason - 1981 - Behavioral and Brain Sciences 4 (3):356-356.
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  • Piaget's theory and its value for teachers.S. C. Clark - 1995 - Educational Philosophy and Theory 27 (2):64–88.
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  • Conditional probability, taxicabs, and martingales.Brian Skyrms - 1981 - Behavioral and Brain Sciences 4 (3):351-352.
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  • An interactivist-constructivist approach to intelligence: Self-directed anticipative learning.Wayne D. Christensen & Clifford A. Hooker - 2000 - Philosophical Psychology 13 (1):5 – 45.
    This paper outlines an original interactivist-constructivist approach to modelling intelligence and learning as a dynamical embodied form of adaptiveness and explores some applications of I-C to understanding the way cognitive learning is realized in the brain. Two key ideas for conceptualizing intelligence within this framework are developed. These are: intelligence is centrally concerned with the capacity for coherent, context-sensitive, self-directed management of interaction; and the primary model for cognitive learning is anticipative skill construction. Self-directedness is a capacity for integrative process (...)
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  • Epistemological anarchy and the many forms of constructivism.David R. Geelan - 1997 - Science & Education 6 (1-2):15-28.
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  • The irrational, the unreasonable, and the wrong.Avishai Margalit & Maya Bar-Hillel - 1981 - Behavioral and Brain Sciences 4 (3):346-349.
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  • Lay arbitration of rules of inference.Richard E. Nisbett - 1981 - Behavioral and Brain Sciences 4 (3):349-350.
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  • L. J. Cohen, again: On the evaluation of inductive intuitions.Amos Tversky - 1981 - Behavioral and Brain Sciences 4 (3):354-356.
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  • Human reasoning: Can we judge before we understand?Richard A. Griggs - 1981 - Behavioral and Brain Sciences 4 (3):338-339.
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  • Genetic epistemology, history of science and genetic psychology.Richard F. Kitchener - 1985 - Synthese 65 (1):3 - 31.
    Genetic epistemology analyzes the growth of knowledge both in the individual person (genetic psychology) and in the socio-historical realm (the history of science). But what the relationship is between the history of science and genetic psychology remains unclear. The biogenetic law that ontogeny recapitulates phylogeny is inadequate as a characterization of the relation. A critical examination of Piaget's Introduction à l'Épistémologie Généntique indicates these are several examples of what I call stage laws common to both areas. Furthermore, there is at (...)
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  • Rationality and the sanctity of competence.Hillel J. Einhorn & Robin M. Hogarth - 1981 - Behavioral and Brain Sciences 4 (3):334-335.
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  • Improvements in human reasoning and an error in L. J. Cohen's.David H. Krantz - 1981 - Behavioral and Brain Sciences 4 (3):340-340.
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  • Should Bayesians sometimes neglect base rates?Isaac Levi - 1981 - Behavioral and Brain Sciences 4 (3):342-343.
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