Results for 'Lilly Roth'

968 found
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  1.  19
    Don't SNARC me now! Intraindividual variability of cognitive phenomena – Insights from the Ironman paradigm.Lilly Roth, Verena Jordan, Stefania Schwarz, Klaus Willmes, Hans-Christoph Nuerk, Jean-Philippe van Dijck & Krzysztof Cipora - 2024 - Cognition 248 (C):105781.
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  2. Can a theory-Laden observation test the theory?A. Franklin, M. Anderson, D. Brock, S. Coleman, J. Downing, A. Gruvander, J. Lilly, J. Neal, D. Peterson, M. Price, R. Rice, L. Smith, S. Speirer & D. Toering - 1989 - British Journal for the Philosophy of Science 40 (2):229-231.
  3.  88
    Ethical Progress as Problem‐Resolving.Amanda Roth - 2012 - Journal of Political Philosophy 20 (4):384-406.
  4.  41
    Game-theoretic models and the role of information in bargaining.Alvin E. Roth & Michael W. Malouf - 1979 - Psychological Review 86 (6):574-594.
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  5.  49
    Mobile Software as a Medical Device for the Treatment of Epilepsy: Development of Digital Therapeutics Comprising Behavioral and Music-Based Interventions for Neurological Disorders.Pegah Afra, Carol S. Bruggers, Matthew Sweney, Lilly Fagatele, Fareeha Alavi, Michael Greenwald, Merodean Huntsman, Khanhly Nguyen, Jeremiah K. Jones, David Shantz & Grzegorz Bulaj - 2018 - Frontiers in Human Neuroscience 12.
  6.  78
    Cosmopolitan Identity and Education.Klas Roth & Nicholas C. Burbules - 2011 - Educational Philosophy and Theory 43 (3):205-208.
  7.  60
    Freedom of choice, community and deliberation.Klas Roth - 2003 - Journal of Philosophy of Education 37 (3):393–413.
    Present arrangements for the control and administration of schools in Sweden foster freedom of choice and the interests of different value communities more than ideals such as democratic deliberation. I argue that children and young people should be given the opportunity to deliberate in ‘discourse ethics’ terms during their compulsory schooling, and I suggest that their right to engage in such deliberation is contained in the national curriculum. A discourse ethics approach to democratic deliberation pays attention to whether, and to (...)
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  8. Varieties and vagaries of historical explanation.Paul A. Roth - 2008 - Journal of the Philosophy of History 2 (2):214-226.
    For the better part of the 20th century, expositions of issues regarding historical explanation followed a predictable format, one that took as given the nonequivalence of explanations in history and philosophical models of scientific explanation. Ironically, at the present time, the philosophical point of note concerns how the notion of science has itself changed. Debates about explanation in turn need to adapt to this. This prompts the question of whether anything now still makes plausible the thought that history must make (...)
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  9.  47
    Group Membership, Group Change, and Intergroup Attitudes: A Recategorization Model Based on Cognitive Consistency Principles.Jenny Roth, Melanie C. Steffens & Vivian L. Vignoles - 2018 - Frontiers in Psychology 9.
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  10.  76
    Good Will: Cosmopolitan education as a site for deliberation.Klas Roth - 2011 - Educational Philosophy and Theory 43 (3):298-312.
    Why should we deliberate? I discuss a Kantian response to this query and argue that we cannot as rational beings avoid deliberation in principle; and that we have good reasons to consider the value and strength of Kant's philosophical investigations concerning fundamental moral issues and their relevance for the question of why we ought to deliberate. I also argue that deliberation is a wide duty. This means that it has to be set as an end, that it is meritorious, and (...)
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  11.  22
    Gender, class, and the interaction between social movements: A strike of west Berlin day care workers.Silke Roth & Myra Marx Ferree - 1998 - Gender and Society 12 (6):626-648.
    From the perspective of gender theory, the intersections among gender, class, and race make it difficult, if not impossible, to assign political issues and identities to just one social movement. Instead, the negotiation of movement ownership of issues and identities occurs through interaction among social movements, including interactions that create denial and distance. This article takes the interaction of labor organizing and feminism as the lens for studying movement interaction at three levels: opportunity structure, organizing practices, and framing ideas. Using (...)
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  12.  30
    The Textual History of the Huai-nan Tzu.Harold D. Roth - 1994 - Philosophy East and West 44 (2):415-415.
  13.  38
    FDA Implementation of the Expanded Access Program in the United States.Michelle Roth-Cline & Robert Nelson - 2014 - American Journal of Bioethics 14 (11):17-19.
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  14. Erziehungswissenschaft.Heinrich Roth - 1967 - Dortmund,: Schroedel.
     
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  15.  38
    Education and a progressive orientation towards a cosmopolitan society.Klas Roth - 2012 - Ethics and Education 7 (1):59 - 73.
    Robin Barrow claims in his ?Moral education's modest agenda? that ?the task of moral education is to develop understanding, at the lowest level, of the expectations of society and, at the highest level, of the nature of morality???[that is, that moral education] should go on to develop understanding, not of a particular social code, but of the nature of morality ? of the principles that provide the framework within which practical decisions have to be made? [Barrow, R. 2006. Moral education's (...)
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  16.  21
    Gehirn, Gründe und Ursachen.Gerhard Roth - 2005 - Deutsche Zeitschrift für Philosophie 53 (5).
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  17. How does the body get into the mind?Wolff-Michael Roth & Daniel V. Lawless - 2002 - Human Studies 25 (3):333-358.
    In this article, we propose that gestures play an important role in the connection between sensorimotor experience and language. Gestures may be the link between bodily experience and verbal expression that advocates of embodied cognition have postulated. In a developmental sequence of communicative action, gestures, which are initially similar to action sequences, substantially shorten and represent actions in metonymic form. In another process, action sequences are based on kinesthetic schemata that themselves find their metaphoric expression in language. Again, gestures enact (...)
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  18.  70
    Kitcher's two cultures.Paul A. Roth - 2003 - Philosophy of the Social Sciences 33 (3):386-405.
  19.  45
    (1 other version)Kant on the endless struggle against evil in the pursuit of moral perfection and the promotion of the happiness of others—Challenges for education.Klas Roth - 2018 - Educational Philosophy and Theory 51 (13):1372-1380.
    Kant argues that we have a duty to perfect ourselves morally and promote the happiness of others. He also argues that we have an innate propensity to evil. Our duty to perfect ourselves sug...
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  20. The complementarity of a representational and an epistemological function of signs in scientific activity.Michael H. G. Hoffmann & Wolff-Michael Roth - 2007 - Semiotica 2007 (164):101-121.
    Signs do not only “represent” something for somebody, as Peirce’s definition goes, but also “mediate” relations between us and our world, including ourselves, as has been elaborated by Vygotsky. We call the first the representational function of a sign and the second the epistemological function since in using signs we make distinctions, specify objects and relations, structure our observations, and organize societal and cognitive activity. The goal of this paper is, on the one hand, to develop a model in which (...)
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  21.  42
    Exemplifying Collaborative Autoethnographic Practice via Shared Stories of Mothering.Patricia Geist-Martin, Lisa Gates, Liesbeth Wiering, Erika Kirby, Renee Houston, Anne Lilly & Juan Moreno - 2010 - Journal of Research Practice 6 (1):Article M8.
    In this piece, we articulate the "collaborative autoethnographic practice" we utilized to illustrate the complexities of mothering that involved: (a) individually writing autoethnographic narratives on mothering, (b) sharing these autoethnographic narratives in a public forum, (c) publicly discussing the heuristic commonalities across these autoethnographic narratives, (d) tying those commonalities back to the literature, and (e) revisiting the autoethnographic narratives for aspects of social critique where our autoethnographic narratives (intentionally or unintentionally) hegemonicaly reproduced cultural scripts. We argue that presenting knowledge of (...)
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  22.  26
    Analytic Philosophy of History.Paul Roth - 2016 - Graduate Faculty Philosophy Journal 37 (2):351-374.
  23.  49
    Deliberative Pedagogy: Ideas for Analysing the Quality of Deliberation in Conflict Management in Education.Klas Roth - 2007 - Studies in Philosophy and Education 27 (4):299-312.
    Institutions worldwide respond to the need to recognise the value of educating children and young people to handle or solve conflicts in communication. But how do they or we know that an event is correctly interpreted as a conflict? How can people analyse the quality of deliberation when handling or solving conflicts in communication in education? I discuss these questions and argue that the notion of conflict cannot be defined only in terms of incompatibility, clash, opposition and/or disagreement; it also (...)
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  24.  33
    Die Absolute Freiheit des Schaffens: Ästhetik und Politik bei Nietzsche.Florian Roth - 1997 - Nietzsche Studien 26 (1):87-106.
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  25.  14
    »Erlernung der Gesezze der Natur der Seele«: Die Rezeption von Georg Friedrich Meiers Seelenlehre in der zeitgenössischen Medizin.Udo Roth - 2015 - In Gideon Stiening & Frank Grunert, Georg Friedrich Meier : Philosophie Als "Wahre Weltweisheit". Boston: De Gruyter. pp. 187-208.
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  26.  41
    Heeding Wittgenstein on “Understanding” and “Meaning”: A Pragmatist and Concrete Human Psychological Approach in/for Education.Wolff-Michael Roth - 2015 - Outlines. Critical Practice Studies 16 (1):26-53.
    Over 60 years ago, the influential language philosopher L. Wittgenstein suggested that there is no need to use "understanding" and "meaning" to understand how language works and, in fact, that the two theoretical terms are part of a primitive idea. Today, both remain two of the most frequently used terms in education. The purpose of this paper is to stimulate a discussion about abandoning these terms from the theoretical discourse of education in the way these are commonly used. Case materials (...)
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  27.  68
    Vorwort.Gottfried Roth - 1994 - Archive for the Psychology of Religion 21 (1):7-7.
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  28. Briefwechsel Iv.Otto Meißner, Jac Moleschott, Heinrich Wuzer, Heinr Benecke, L. Tilliard, Wilhelm Bolin, F. Ludwig, L. Knapp, Arnold Rüge, G. F. Kolb, Otto Wigand, Heinrich Benecke, August Goldberg, J. Roth, J. Schachtel, Ferdinand Kampe & L. Feuerbach - 1996 - De Gruyter Akademie Forschung.
     
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  29. What does the sociology of scientific knowledge explain?: or, when epistemological chickens come home to roost.Paul A. Roth - 1994 - History of the Human Sciences 7 (1):95-108.
  30.  13
    Juan of Segovia’s Translation of the Qur’ān.Ulli Roth - 2014 - Al-Qantara 35 (2):555-578.
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  31.  15
    Anencephalia in homine.Gottfried Roth - 1990 - Archive for the Psychology of Religion 19 (1):120-125.
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  32.  84
    A Rationalist Methodology for the Social Sciences.Paul A. Roth - 1989 - Philosophy of the Social Sciences 19 (1):104-108.
  33. A Translator's Approach with Reference to the Abhidhammatthasangahasarupa.Gustav Roth - 1992 - In Gustav Roth & H. S. Prasad, Philosophy, grammar, and indology: essays in honour of Professor Gustav Roth. Delhi, India: Sri Satguru Publications. pp. 20--373.
  34.  32
    A Third Seat at the Table: An Insider's Perspective on Patient Representatives.Duane Roth - 2011 - Hastings Center Report 41 (1):29-31.
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  35.  12
    A Tribute to Richard Stern.Philip Roth - 2015 - Critical Inquiry 41 (2):503-506.
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  36. B Referate uber fremdsprachige Neuerscheinungen-Jon Stewart (Ed.)-Kierkegaard and His German Contemporaries. Tome II: Theology.Ulli Roth - 2009 - Philosophischer Literaturanzeiger 62 (1):69.
     
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  37.  28
    Bibliographie Spinoziste. Par Jean Préposiet. Paris, Les Belles Lettres, 1973.Maryvonne Roth - 1975 - Dialogue 14 (3):543-544.
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  38.  6
    Cognitive Attunement in the Zhuangzi.Harold D. Roth - 2018 - In Carine Defoort & Roger T. Ames, Having a Word with Angus Graham: At Twenty-Five Years Into His Immortality. Albany, NY: Suny Series in Chinese Philoso. pp. 49-78.
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  39.  20
    Conceiving concepts and conceptions: A cultural-historical approach.Wolff-Michael Roth - 2011 - Journal of Theoretical and Philosophical Psychology 31 (2):106-114.
    A science that does not critically interrogate its theoretical concepts literally does not know what it is doing. The attempt to clarify a widely used concept in psychological research—the concept of concept—therefore constitutes an important effort in clarifying what role it plays in the discursive work of the field. In this commentary, I take a cultural-historical approach to suggest that the clarification of concepts requires both a genuine rupture and a historical study of the movement of a concept. Moreover, our (...)
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  40.  17
    Christian Garve (1742–1798) Philosoph und Philologe der Aufklärung.Udo Roth & Gideon Stiening (eds.) - 2020 - De Gruyter.
    Christian Grave zählte zu den prägenden Philosophen, Übersetzern und Publizisten der europäischen Aufklärung zwischen 1770 und 1800, und zwar sowohl innerhalb gewichtiger Teilbereiche der Fach- oder Schulphilosophie, wie der Moralphilosophie und Politik, als auch im Zusammenhang literarischer und populärphilosophischer Diskurse der sich entwickelnden und an Dynamik gewinnenden Öffentlichkeit. Grave nahm entscheidenden Einfluss auf wichtige Debatten, Kontroversen und Forschungsentwicklungen seiner Zeit; so entwickelte er Vorformen soziologischen Forschens und Argumentierens. Seine durch Friedrich II. angeregte Neuübersetzung und Kommentierung von Ciceros 'De officiis' war (...)
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  41.  31
    Child mortality levels and survival patterns from Southern Sudan.Eric A. Roth & K. Balan Kurup - 1990 - Journal of Biosocial Science 22 (3):365-372.
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  42.  13
    Causation.Abraham Roth - 2006 - In Saul Traiger, The Blackwell Guide to Hume’s Treatise. Oxford: Blackwell. pp. 95–113.
    This chapter contains section titled: Causal Inference and Justification The Traditional View: Skepticism and Unreflective Inference Causal Inference is not always Immediate and Unreflective Reflective Causal Inference What was Hume arguing in Treatise 1.3.6? The Skeptical Reading The Anti‐rationalist Reading The Causal/Explanatory Reading (1) The Causal/Explanatory Reading (2) Notes References and further reading.
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  43.  12
    (1 other version)Durkheim and the Principles of 1789: The Issue of Gender Equality.G. Roth - 1989 - Télos 1989 (82):71-88.
  44.  56
    David Hume on Religion in England.Roth - 1991 - Thought: Fordham University Quarterly 66 (1):51-64.
  45.  10
    Ein »christlicher Emil«?: Feders pädagogisches Konzept im Kontext seiner praktischen Philosophie.Udo Roth - 2018 - In Gideon Stiening, Udo Roth & Hans-Peter Nowitzki, Zur Einführung: Johann Georg Heinrich Feder : Empirismus und Popularphilosophie zwischen Wolff und Kant. De Gruyter. pp. 317-328.
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  46.  11
    Equity in Computer-Based Instruction.Gene L. Roth - 1987 - Bulletin of Science, Technology and Society 7 (1-2):273-278.
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  47.  19
    Ethics in the workplace: a systems perspective.William F. Roth - 2004 - Upper Saddle River, NJ: Pearson Education.
    Comprehensive and clear, this book introduces readers to a generic, universal standard by which to judge and encourage ethical behavior in the workplace and life in general. It begins by exploring the philosophical roots upon which the field of ethics is based and springs, and then discusses the four basic current approaches to ethics—their strengths and weaknesses, and how they can be pulled together under the new standard. A focus on organization ethics places the standard into the workplace, and shows (...)
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  48. Empresa multinacional, industria cultural y acción exterior: interacción público-privada en la proyección exterior de la cultura.Jaime Otero Roth & Elvira Marco - 2010 - Contrastes: Revista Cultural 57:72-77.
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  49.  20
    Epinephrine, the neglected catecholamine.Kevin A. Roth - 1983 - Behavioral and Brain Sciences 6 (4):557.
  50. Elie Wiesel on Ultimate Reality and Meaning.John K. Roth - 1978 - Ultimate Reality and Meaning 1 (4):278-298.
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