scholarly journals "A Picture Held Us Captive": Conceptual Confusion and the Lemon Test

1989 ◽  
Vol 137 (5) ◽  
pp. 1827
Author(s):  
William B. Petersen
Keyword(s):  
Lemon Test ◽  
Conceptual Confusion

Concluding Summary

2018 ◽  
Author(s):  
Carrie Figdor
Keyword(s):  
Social Sciences ◽  
External Factors ◽  
Cognitive Capacity ◽  
Human Cognition ◽  
Conceptual Foundation ◽  
The Social ◽  
New Research ◽  
Internal And External Factors ◽  
Conceptual Confusion

Chapter 10 provides a summary of the argument of the book. It elaborates some of the benefits of Literalism, such as less conceptual confusion and an expanded range of entities for research that might illuminate human cognition. It motivates distinguishing the questions of whether something has a cognitive capacity from whether it is intuitively like us. It provides a conceptual foundation for the social sciences appropriate for the increasing role of modeling in these sciences. It also promotes convergence in terms of the roles of internal and external factors in explaining both human and nonhuman behavior. Finally, it sketches some of the areas of new research that it supports, including group cognition and artificial intelligence.

Is the lemon test an index of arousal level?

1977 ◽  
Vol 68 (3) ◽  
pp. 361-364 ◽  
Author(s):  
D. W. J. Corcoran ◽  
T. G. Houston
Keyword(s):  
Arousal Level ◽  
Lemon Test

scholarly journals Corporate entrepreneurship - Distilling the concept

2015 ◽  
Vol 7 (1) ◽  
pp. 69 ◽  
Author(s):  
Colene Hind ◽  
Renier Steyn
Keyword(s):  
Key Words ◽  
Corporate Entrepreneurship ◽  
The Other ◽  
Strategic Renewal ◽  
Corporate Venturing ◽  
Body Of Knowledge ◽  
Core Elements ◽  
Conceptual Confusion ◽  
Level Of Agreement

<p><strong>Background:</strong> Corporate entrepreneurship (CE) is credited for many positive organisational outcomes, including systemic growth and increased revenue. Several terms associated with CE, including strategic renewal, corporate venturing and intrapreneurship are frequently used interchangeably and often confuse scholars, researchers and practitioners. The lack of clarity about the exact meaning of these terms is detrimental to the synergy in the current body of knowledge and the development of models involving these concepts. Objective: The aim of this paper was to describe CE as a unique concept, distinguishable from related concepts. Methodology: Several definitions of CE as well as the related terms were dissected, to identify core elements associated with each of them. The validity of these comprehensive definitions was tested by requesting 68 master’s degree students to classify the definitions. Inter-rater reliabilities were calculated in order to assess the level of agreement in the classification of the constructs. Results: The results indicate that CE is difficult to distinguish from strategic renewal and corporate venturing, but that intrapreneurship seems to be better defined and separate from the other constructs. Conclusion: These results emphasise the conceptual confusion that exists around CE and the need for further clarification of terminology.</p><p><strong>KEY WORDS</strong></p><p>Corporate entrepreneurship, strategic renewal, corporate venturing, intrapreneurship.</p>

scholarly journals When is a Learning Object not an Object: A first step towards a theory of learning objects

2002 ◽  
Vol 3 (2) ◽  
Author(s):  
Mike Sosteric ◽  
Susan Hesemeier
Keyword(s):  
Economies Of Scale ◽  
Learning Objects ◽  
Short Term ◽  
Object A ◽  
Smart Learning ◽  
Smart Learning Environments ◽  
Adequate Definition ◽  
Definition Of ◽  
Conceptual Confusion

<p> For some, “learning objects" are the “next big thing” in distance education promising smart learning environments, fantastic economies of scale, and the power to tap into expanding educational markets. While learning objects may be revolutionary in the long term, in the short term, definitional problems and conceptual confusion undermine our ability to understand and critically evaluate the emerging field. This article is an attempt to provide an adequate definition of learning objects by (a) jettisoning useless theoretical links hitherto invoked to theorize learning objects, and (b) reducing the definition of learning objects to the bare essentials. The article closes with suggestions for further research and further refinement of the definition of learning objects. </P>

Education and Law

2019 ◽  
pp. 19-38
Author(s):  
Candy Gunther Brown
Keyword(s):  
Public Schools ◽  
Emotional Health ◽  
Equal Employment Opportunity Commission ◽  
Establishment Clause ◽  
Religious Discrimination ◽  
Protestant Christianity ◽  
Legal Contexts ◽  
Lemon Test ◽  
Bible Reading

Chapter 1 illuminates the educational and legal contexts in which yoga and meditation entered the U.S. cultural mainstream. Beginning in the seventeenth century, public schools taught Protestant Christianity. Since the mid-twentieth century, public schools have been tasked by courts with providing a secular education and by educational reformers with shaping moral character and ethical behavior. Yoga and meditation appeal to educators because they promise not only to enhance physical, mental, and emotional health but also to instill morality and ethics without promoting religion. The U.S. Supreme Court issued a series of landmark rulings, among them Engel v. Vitale (1962) and School of Abington Township v. Schempp (1963), that prohibited public schools from endorsing religious practices such as prayer and Bible reading. The Court developed constitutional tests, the Lemon test, endorsement test, and coercion test, for identifying violations of the Establishment Clause of the First Amendment, based on principles of religious voluntarism, equality, and nondiscrimination. Through the federal cases Malnak v. Yogi (1979) and United States v. Meyers (1996), courts developed the Malnak-Meyers indicia of religion. In 2008, the Equal Employment Opportunity Commission (EEOC) identified the imposition of yoga and meditation as reverse religious discrimination.

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