LEADER 02766oam 2200553I 450 001 9910449899903321 005 20200520144314.0 010 $a1-134-76129-5 010 $a1-280-33481-9 024 7 $a10.4324/9780203004876 035 $a(CKB)1000000000002207 035 $a(EBL)180042 035 $a(OCoLC)264517538 035 $a(MiAaPQ)EBC180042 035 $a(Au-PeEL)EBL180042 035 $a(CaPaEBR)ebr10070602 035 $a(CaONFJC)MIL33481 035 $a(OCoLC)50487799 035 $a(EXLCZ)991000000000002207 100 $a20180331d1996 uy 0 101 0 $aeng 135 $aur|n|---||||| 200 10$aDispositions $ea debate /$fD.M. Armstrong, C.B. Martin, and U.T. Place ; edited and with an introduction by Tim Crane 210 1$aLondon ;$aNew York :$cRoutledge,$d1996. 215 $a1 online resource (206 p.) 225 1 $aInternational library of philosophy 300 $aDescription based upon print version of record. 311 $a0-415-75692-8 311 $a0-415-14432-9 320 $aIncludes bibliographical references. 327 $aBook Cover; Title; Contents; List of authors; Introduction; DISPOSITIONS AS CATEGORICAL STATES D.M.Armstrong; DISPOSITIONS AS INTENTIONAL STATES U.T.Place; PLACE'S AND ARMSTRONG'S VIEWS COMPARED AND CONTRASTED D.M.Armstrong; A CONCEPTUALIST ONTOLOGY U.T.Place; PROPERTIES AND DISPOSITIONS C.B.Martin; REPLY TO MARTIN D.M.Armstrong; STRUCTURAL PROPERTIES: CATEGORICAL, DISPOSITIONAL OR BOTH? U.T.Place; REPLIES TO ARMSTRONG AND PLACE C.B.Martin; SECOND REPLY TO MARTIN D.M.Armstrong; CONCEPTUALISM AND THE ONTOLOGICAL INDEPENDENCE OF CAUSE AND EFFECT U.T.Place 327 $aFINAL REPLIES TO PLACE AND ARMSTRONG C.B.MartinIndex 330 $aDispositions are essential to our understanding of the world. Dispositions: A Debate is an extended dialogue between three distinguished philosophers - D.M. Armstrong, C.B. Martin and U.T. Place - on the many problems associated with dispositions, which reveals their own distinctive accounts of the nature of dispositions. These are then linked to other issues such as the nature of mind, matter, universals, existence, laws of nature and causation. 410 0$aInternational library of philosophy. 606 $aDisposition (Philosophy) 608 $aElectronic books. 615 0$aDisposition (Philosophy) 676 $a111/.1 700 $aArmstrong$b D. M$g(David Malet),$f1926,$0912776 701 $aMartin$b C. B$g(Charles Burton)$0960979 701 $aPlace$b U. T$g(Ullin Thomas),$f1924-$0930555 701 $aCrane$b Tim$0296016 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910449899903321 996 $aDispositions$92178556 997 $aUNINA LEADER 04236nam 22007575 450 001 9910299487103321 005 20260810164740.0 010 $a9783319034195 010 $a3319034197 024 7 $a10.1007/978-3-319-03419-5 035 $a(CKB)3710000000078613 035 $a(DE-He213)978-3-319-03419-5 035 $a(SSID)ssj0001066945 035 $a(PQKBManifestationID)11630046 035 $a(PQKBTitleCode)TC0001066945 035 $a(PQKBWorkID)11072782 035 $a(PQKB)10249284 035 $a(MiAaPQ)EBC3091984 035 $a(PPN)17610786X 035 $a(EXLCZ)993710000000078613 100 $a20131125d2014 u| 0 101 0 $aeng 135 $aurnn#008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aAnalyzing Discourse and Text Complexity for Learning and Collaborating $eA Cognitive Approach Based on Natural Language Processing /$fby Mihai Dasc?lu 205 $a1st ed. 2014. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2014. 215 $a1 online resource (xiv, 279 pages) $cillustrations (some color) 225 1 $aStudies in Computational Intelligence,$x1860-9503 ;$v534 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$a9783319034188 311 08$a3319034189 320 $aIncludes bibliographical references. 327 $aIndividual Learning -- Collaborative Learning -- Overview of Empirical Studies -- Dialogism. 330 $aWith the advent and increasing popularity of Computer Supported Collaborative Learning (CSCL) and e-learning technologies, the need of automatic assessment and of teacher/tutor support for the two tightly intertwined activities of comprehension of reading materials and of collaboration among peers has grown significantly. In this context, a polyphonic model of discourse derived from Bakhtin?s work as a paradigm is used for analyzing both general texts and CSCL conversations in a unique framework focused on different facets of textual cohesion. As specificity of our analysis, the individual learning perspective is focused on the identification of reading strategies and on providing a multi-dimensional textual complexity model, whereas the collaborative learning dimension is centered on the evaluation of participants? involvement, as well as on collaboration assessment. Our approach based on advanced Natural Language Processing techniques provides a qualitative estimation of the learning process and enhances understanding as a ?mediator of learning? by providing automated feedback to both learners and teachers or tutors. The main benefits are its flexibility, extensibility and nevertheless specificity for covering multiple stages, starting from reading classroom materials, to discussing on specific topics in a collaborative manner, and finishing the feedback loop by verbalizing metacognitive thoughts. 410 0$aStudies in Computational Intelligence,$x1860-9503 ;$v534 606 $aComputational intelligence 606 $aNatural language processing (Computer science) 606 $aLearning, Psychology of 606 $aDynamics 606 $aNonlinear theories 606 $aLanguage and languages$xPhilosophy 606 $aComputational Intelligence 606 $aNatural Language Processing (NLP) 606 $aInstructional Psychology 606 $aApplied Dynamical Systems 606 $aPhilosophy of Language 615 0$aComputational intelligence. 615 0$aNatural language processing (Computer science). 615 0$aLearning, Psychology of. 615 0$aDynamics. 615 0$aNonlinear theories. 615 0$aLanguage and languages$xPhilosophy. 615 14$aComputational Intelligence. 615 24$aNatural Language Processing (NLP). 615 24$aInstructional Psychology. 615 24$aApplied Dynamical Systems. 615 24$aPhilosophy of Language. 676 $a006.3 700 $aDascalu$b Mihai$4aut$4http://id.loc.gov/vocabulary/relators/aut$0856509 906 $aBOOK 912 $a9910299487103321 996 $aAnalyzing Discourse and Text Complexity for Learning and Collaborating$92143767 997 $aUNINA