LEADER 03445nam 2200625 a 450 001 9910779720603321 005 20230725061533.0 010 $a3-11-032186-6 024 7 $a10.1515/9783110321869 035 $a(CKB)2550000001096767 035 $a(EBL)1215555 035 $a(OCoLC)851972102 035 $a(SSID)ssj0000801546 035 $a(PQKBManifestationID)11487053 035 $a(PQKBTitleCode)TC0000801546 035 $a(PQKBWorkID)10794103 035 $a(PQKB)11409922 035 $a(MiAaPQ)EBC1215555 035 $a(DE-B1597)210866 035 $a(OCoLC)853266018 035 $a(DE-B1597)9783110321869 035 $a(Au-PeEL)EBL1215555 035 $a(CaPaEBR)ebr10728811 035 $a(CaONFJC)MIL503301 035 $a(EXLCZ)992550000001096767 100 $a20130717d2010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe rei(g)n of 'rule'$b[electronic resource] /$fDana Riesenfeld 210 $aFrankfurt ;$aNew Brunswick $cOntos Verlag$d2010 215 $a1 online resource (139 p.) 225 1 $aAporia ;$vBd. 2 300 $aDescription based upon print version of record. 311 $a3-11-032157-2 311 $a1-299-72050-1 320 $aIncludes bibliographical references and index. 327 $t Frontmatter -- $tTable of Contents -- $tIntroduction -- $tI. Rules, norms, conventions and necessity -- $t1. Why norms are not conventions and conventions are not norms -- $t2. Cavell on normative necessity: The philosopher, the baker, and the pantomime of caution -- $tII. Rules as conventions vs. rules as norms in the rule-following debates -- $t3. What is a rule and what ought it to be -- $tIII. Twisted Language -- $t4. Davidson on rules, conventions and norms -- $t5. Searle on rules (of rationality, conversation and speech acts) -- $tConclusion -- $tReferences -- $tIndex 330 $aThe Rei(g)n of Rule is a study of rules and their role in language. Rules have dominated the philosophical arena as a fundamental philosophical concept. Little progress, however, has been made in reaching an accepted definition of rules. This fact is not coincidental. The concept of rule is expected to perform various, at times conflicting, tasks. Analyzing key debates and rule related discussions in the philosophy of language I show that typically rules are perceived and defined either as norms or as conventions. As norms, rules perform the evaluative task of distinguishing between correct and incorrect actions. As conventions, rules describe how certain actions are actually undertaken. As normative and conventional requirements do not necessarily coincide, the concept of rule cannot simultaneously accommodate both. The impossibility to consistently define 'rule' has gone unnoticed by philosophers, and it is in this sense that 'rule' has also blocked philosophical attempts to explain language in terms of rules. 410 0$aAporia (Frankfurt am Main, Germany) ;$vBd. 2. 606 $aLanguage and languages$xPhilosophy 606 $aRules (Philosophy) 615 0$aLanguage and languages$xPhilosophy. 615 0$aRules (Philosophy) 676 $a121.68 22/ger 700 $aRiesenfeld$b Dana$01468970 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910779720603321 996 $aThe rei(g)n of 'rule$93680365 997 $aUNINA LEADER 02825oam 2200517I 450 001 9910961341103321 005 20251117104638.0 010 $a1-351-61676-5 010 $a1-351-61677-3 010 $a1-315-11067-9 024 7 $a10.4324/9781315110677 035 $a(CKB)4100000000726824 035 $a(MiAaPQ)EBC4941440 035 $a(OCoLC)993984823 035 $a(EXLCZ)994100000000726824 100 $a20180706e20181974 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aLogical abilities in children$hVolume 1$iOrganization of length and class concepts $eempirical consequences of a piagetian formalism /$fDaniel N. Osherson 210 1$aLondon :$cRoutledge,$d2018. 215 $a1 online resource (162 pages) $cillustrations 225 1 $aLogical Abilities in Children ;$vVolume 1 300 $aFirst published in 1974 by Lawrence Erlbaum Associates, Publishers. 311 08$a1-138-08710-6 320 $aIncludes bibliographical references and indexes. 327 $achapter 1 INTRODUCTION -- chapter 2 GRIZE'S AXIOMATIZATION OF THE GROUPING -- chapter 3 THE LENGTH EXPERIMENT -- chapter 4 THE CLASS-INCLUSION EXPERIMENT -- chapter 5 THE COORDINATION RULES -- chapter 6 THEORETICAL USE OF THE AXIOMATIZATION: GENERAL CONSIderATIONS -- chapter 7 THE MODEL FOR LENGTH TASKS -- chapter 8 EXTENSION OF THE MODEL FOR LENGTH -- chapter 9 AN ATTEMPT TO PREDICT THE PERFORMANCE-FACTORS -- chapter 10 THE MODEL FOR CLASS-INCLUSION -- chapter 11 THE RELATION OF THE THEORY TO GENEVAN PSYCHOLOGY -- chapter 12 DIRECTION OF FURTHER THEORETICAL EFFORTS. 330 $a"Originally published in 1974, a wide and interesting set of intellectual abilities in children are examined here. Volume 1 of 4 (Organization of Length and Class Concepts: Empirical Consequences of a Piagetian Formalism) converts an axiomatization of classes and asymmetrical relationships (proper to Piaget's discipline of Genetic Epistemology) into a model of the development of these notions in children. Here may be one of the only attempts to derive predictive consequences from the more philosophically oriented writings of the Genevan School."--Provided by publisher. 517 3 $aOrganization of length and class concepts :$eempirical consequences of a piagetian formalism 606 $aChild development 606 $aLearning ability 606 $aCognition in children 615 0$aChild development. 615 0$aLearning ability. 615 0$aCognition in children. 676 $a155.413 700 $aOsherson$b Daniel N.$066234 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910961341103321 996 $aLogical Abilities in Children$93942271 997 $aUNINA