The concept of mind.

By G. Ryle. The International journal of psycho-analysis, 2004

4,198 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2912b86d93ffa35d0fd665de99768aa313bfcf68

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Citations in the corpus

The experience of emotion. (2007, background): “To conflate these different levels of analysis would be to make what Ryle (2000) called a category error.”
How Learning about Scientists' Struggles Influences Students' Interest and Learning in Physics (2012, background): “This type of knowing is different from knowing that and knowing how (Ryle, 1949).”
Building a translation competence model (2003, background): “…and Dreyfus (1986), Lesgold and Glaser (1989), Pozo and Postigo (1993), Pozo (1996), Ellis (1997), Puente Ferreras (1998), etc. 5 This distinction is based on the difference established by Ryle (1949) between knowing what and knowing how, i.e. the procedures by which this knowledge is acquired.”
Naturalizing Subjective Character (2005, background): “Functionalist accounts of subjective character can be found in recent work by Shoemaker (1996) and Carruthers (2000, ch.”
HOW MANY SEPARATELY EVOLVED EMOTIONAL BEASTIES LIVE WITHIN US (2002, background): “For instance there are also dispositions to produce new mental states (as noted in (Ryle, 1949)).”
Information, Perception, and Action: What Should Ecological Psychologists Learn From Milner and Goodale (1995)? (2000, background): “From this perspective, it is a category mistake (Ryle, 1949) to speak of the coupling of perception and action; two things cannot couple if one is part of the other.”
Academic integrity in action research (2012, background): “Other forms of knowledge such as tacit (Polanyi, 1966/1983) and ‘Knowing how’ (Ryle, 1949/1984) are important in everyone’s lives, but these categories of knowledge are separate from the scientific body of knowledge.”
The neuropsychology of human memory. (1982, background): “During development, where synaptic reorganization has been best studied, growth and elimination of synaptic elements appear to follow a principle of competition, whereby loss of elements leads to an increase in innervation by surviving elements (Purves & Lichtman 1980).”
Foundations of Language: Brain, Meaning, Grammar, Evolution (2002, background): “However, within the theoretical discourse of the time, the alternative was thinking of language as an ability, a “knowing how” in the sense of Ryle (1949), which carried overtones of behaviorism and stimulus-response learning, a sense from which Chomsky with good reason wished to distance himself.”
Rethinking the Development of “Nonbasic” Emotions: A Critical Review of Existing Theories☆ (2001, background): “of Stern (1985), and the representational self of Emde (1983) (e.”
Universities as centres of non-learning (2008, methodology): “Trigwell and Shale (2004) cite Ryle (1949), who proposed that the most meaningful measure of a person’s understanding of a concept is what that person is able to do with it.”
Doing Case Study: Abduction Not Induction, Phronesis Not Theory (2010, background): “Ryle (1990) suggested that these expectations and procedures enabled the issue of what he called “inference tickets” concerning the warrant of the generalization (pp. 117).”
A Dispositional Approach to Attitudes: Thinking Outside of the Belief Box (2013, background): “It is to tend to expect them to make worthwhile colloquium comments, to seek 1 See critiques of the warehouse model of memory in Bartlett 1932; Neisser 1967; Roediger 1980; and Sutton 2008; and my critique of such models in developmental psychology in Schwitzgebel 1999 and McGeer and Schwitzgebel 20”