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Artículos de revistas sobre el tema "Metatheory"

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Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 29 de julio de 2024

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1

Fuhrman, Ellsworth R. y Carol A. Bailey. "Metatheory, Metatheory". Sociological Perspectives 35, n.º 3 (septiembre de 1992): 525–30. http://dx.doi.org/10.2307/1389333.

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2

Papadimitriou, Christos H. "Database metatheory". ACM SIGACT News 26, n.º 3 (septiembre de 1995): 13–30. http://dx.doi.org/10.1145/211542.211547.

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3

Allan, Keith. "Linguistic metatheory". Language Sciences 25, n.º 6 (noviembre de 2003): 533–60. http://dx.doi.org/10.1016/s0388-0001(03)00032-9.

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4

Reus-Smit, Christian. "Beyond metatheory?" European Journal of International Relations 19, n.º 3 (septiembre de 2013): 589–608. http://dx.doi.org/10.1177/1354066113495479.

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Metatheory is out of fashion. If theory has a purpose, we are told, that purpose is the generation of practically relevant knowledge. Metatheoretical inquiry and debate contribute little to such knowledge and are best bracketed, left aside for the philosophers. This article challenges this all-too-common line of reasoning. First, one can bracket metatheoretical inquiry, but this does not free one’s work, theoretical or otherwise, of metatheoretical assumptions. Second, our metatheoretical assumptions affect the kind of practically relevant knowledge we can produce. If our goal is the generation of such knowledge, understanding how our metatheoretical assumptions enable or constrain this objective is essential. Today, the most sustained articulation of the ‘bracket metatheory thesis’ is provided by analytical eclecticists, who call on the field to leave behind metatheoretical debate, concentrate on concrete puzzles and problematics, and draw selectively on insights from diverse research traditions to fashion middle-range theoretical explanations. Yet by forgoing metatheoretical reflection, analytical eclecticists fail to see how their project is deeply structured by epistemological and ontological assumptions, making it an exclusively empirical-theoretic project with distinctive ontological content. This metatheoretical framing significantly impedes the kind of practically relevant knowledge eclecticist research can generate. Practical knowledge, as both Aristotle and Kant understood, is knowledge that can address basic questions of political action — how should I, we, or they act? Empirical-theoretic insights alone cannot provide such knowledge; it has to be integrated with normative forms of reasoning. As presently conceived, however, analytical eclecticism cannot accommodate such reasoning. If the generation of practical knowledge is one of the field’s ambitions, greater metatheoretical reflection and a more expansive and ambitious form of eclecticism are required.
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5

McGregor, Sue L. T. "Integral Metatheory: Beyond Specializations, Theoretical Pluralism, and Conventional Metatheory". Family & Consumer Sciences Research Journal 38, n.º 2 (diciembre de 2009): 142–57. http://dx.doi.org/10.1111/j.1552-3934.2009.00014.x.

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6

Priest, Graham. "Metatheory and dialetheism". Logical Investigations 26, n.º 1 (6 de agosto de 2020): 48–59. http://dx.doi.org/10.21146/2074-1472-2020-26-1-48-59.

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Given a formal language, a metalanguage is a language which can express — amongst other things — statements about it and its properties. And a metatheory is a theory couched in that language concerning how some of those notions behave. Two such notions that have been of particular interest to modern logicians — for obvious reasons — are truth and validity. These notions are, however, notoriously deeply entangled in paradox. A standard move is to take the metalanguage to be distinct from the language in question, and so avoid the paradoxes. One of the attractions of a dialetheic approach to the paradoxes of self-reference is that this move may be avoided. One may have a language with the expressive power to talk about — among other things — itself, and a theory in that language about how notions such as truth and validity for that language behave. The contradictions delivered by these notions are forthcoming, but they are quarantined by the use of a paraconsistent logic. The point of this paper is to discuss this project, the extent to which it has been successful, and the places where issues still remain.
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7

Aydemir, Brian, Arthur Charguéraud, Benjamin C. Pierce, Randy Pollack y Stephanie Weirich. "Engineering formal metatheory". ACM SIGPLAN Notices 43, n.º 1 (14 de enero de 2008): 3–15. http://dx.doi.org/10.1145/1328897.1328443.

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8

Miller, Dale. "Mechanized Metatheory Revisited". Journal of Automated Reasoning 63, n.º 3 (4 de octubre de 2018): 625–65. http://dx.doi.org/10.1007/s10817-018-9483-3.

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9

Rozeboom, Wm W. "Meehl on metatheory". Journal of Clinical Psychology 61, n.º 10 (2005): 1317–54. http://dx.doi.org/10.1002/jclp.20184.

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10

Koltko-Rivera, Mark E. y Peter A. Hancock. "Why and How HFE Professionals can Better use Theory (Metatheory Included; Some Assembly Required)". Proceedings of the Human Factors and Ergonomics Society Annual Meeting 49, n.º 10 (septiembre de 2005): 881–85. http://dx.doi.org/10.1177/154193120504901002.

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The relationship between theory and discipline is problematic for human factors and ergonomics (HFE). We address the following constituent issues: (a) the present state of theory usage in HFE; (b) the reasons underlying this state; (c) the need for theory in HFE; (d) what HFE professionals (including educators, journal editors, and individual researchers) should do to encourage the proper use of theory; and, (e) the outlines of a metatheory of HFE. A metatheory is a general framework that may help professionals to construct more useful specific theories. Our metatheory of HFE involves five basic units, or classes of variables: task, environment, personnel, tool, and performance. Each unit in turn has multiple components (i.e., specific variables). Use of the metatheory is illustrated with specific examples. Our hope is that researchers will be motivated to make explicit and useful connections between their research and necessary theory, to the improvement of both; the metatheory may be useful in this endeavor.
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11

Hamilton, Scott. "A genealogy of metatheory in IR: how ‘ontology’ emerged from the inter-paradigm debate". International Theory 9, n.º 1 (29 de diciembre de 2016): 136–70. http://dx.doi.org/10.1017/s1752971916000257.

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Drawn from the philosophy of science, metatheory is generally defined in International Relations (IR) as ‘theorizing about theory’ by examining a theory’s ontology or epistemology. Yet, despite being available to IR since at least the 1940s, metatheory ‘exploded’ into IR only in the late-1980s. What explains this sudden proliferation of metatheory in IR’s literature? This article answers this question by conducting a genealogy of metatheory in IR. It begins by offering a four-step heuristic guide for conducting a genealogical analysis. Then, bracketing IR’s traditional historical narratives, it problematizes a tacit practice undergirding IR’s present use of metatheory: theorizing about the ‘world’ using the philosophy of science. Tracing and interpreting the transformations of this practice through scholarship from the 1940s to the present reveals how metatheory emerged unexpectedly from what is now considered to be an outmoded and forgotten event: the inter-paradigm debate (IPD) of the mid-1980s. The IPD transformed what had always been conceptualized as a single, dynamic world for IR theory, into plural, static, theoretical worlds best (meta)theorized through a concept of ontology drawn from scientific realism. In sum, this genealogy demonstrates the implicit power that explicit theoretical practices wield over IR scholars, tacitly conditioning the discipline’s conceptual possibilities and limits.
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12

De Araujo, Paula Carina. "Metatheory and Knowledge Organization". NASKO 6, n.º 1 (12 de septiembre de 2017): 173–81. http://dx.doi.org/10.7152/nasko.v6i1.15238.

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13

Kolchugin, S. V. "A metatheory of accounting". International Accounting 21, n.º 11 (15 de noviembre de 2018): 1236–52. http://dx.doi.org/10.24891/ia.21.11.1236.

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14

Joseph, Jonathan. "Metatheory and the State". Alethia 4, n.º 1 (13 de julio de 2001): 51–53. http://dx.doi.org/10.1558/aleth.v4i1.51.

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15

Fuchs, Stephan. "Metatheory as Cognitive Style". Sociological Perspectives 34, n.º 3 (septiembre de 1991): 287–301. http://dx.doi.org/10.2307/1389512.

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16

Vickery, Brian. "Metatheory and information science". Journal of Documentation 53, n.º 5 (diciembre de 1997): 457–76. http://dx.doi.org/10.1108/eum0000000007206.

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17

Hoshmand, Lisa Tsoi. "Cultural psychology as metatheory." Journal of Theoretical and Philosophical Psychology 16, n.º 1 (1996): 30–48. http://dx.doi.org/10.1037/h0091151.

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18

Dulany, Donelson E. "Mentalistic metatheory and strategies". Behavioral and Brain Sciences 25, n.º 3 (junio de 2002): 337–38. http://dx.doi.org/10.1017/s0140525x02290068.

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Mentalism (Dulany 1991; 1997) provides a metatheoretical alternative to the dominant cognitive view. This commentary briefly outlines its main propositions and what I see as strategies for its use and support at this stage. These propositions represent conscious states as the sole carriers of symbolic representations, and mental episodes as consisting exclusively of conscious states interrelated by nonconscious operations.
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19

Wagner, David G. y Joseph Berger. "Programs, Theory, and Metatheory". American Journal of Sociology 92, n.º 1 (julio de 1986): 168–82. http://dx.doi.org/10.1086/228468.

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20

Nudel'man, A. S. "The metatheory of sets". Algebra and Logic 30, n.º 6 (noviembre de 1991): 440–54. http://dx.doi.org/10.1007/bf02018739.

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21

Ridley, Charles R. y Mary Shaw-Ridley. "Clinical Judgment Accuracy". Counseling Psychologist 37, n.º 3 (4 de octubre de 2007): 400–409. http://dx.doi.org/10.1177/0011000008330830.

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Clinical judgment is foundational to psychological practice. Accurate judgment forms the basis for establishing reasonable goals and selecting appropriate treatments, which in turn are essential in achieving positive therapeutic outcomes. Therefore, Spengler and colleagues' meta-analytic finding—clinical judgment accuracy improves marginally with traditional education, training, and clinical experience—is disconcerting and should serve as a wake-up call. Now is the time to move with urgency. The authors urge the development of a comprehensive, standardized, and scientifically based metatheory to inform clinical judgment. A metatheory should describe the content of clinical judgment, the process of clinical judgment, and the self-reflection of clinicians. Without employment of such a metatheory and concomitant improvement in clinicians' judgment, professional psychologists are on soft footing in extolling their claim as scientist—practitioners and ethical professionals.
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22

Shaw, Daniel. "A Kuhnian Metatheory for Aesthetics". Journal of Aesthetics and Art Criticism 45, n.º 1 (1986): 29. http://dx.doi.org/10.2307/430463.

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23

Yasugi, Mariko, Yoshiki Tsujii y Takakazu Mori. "A metatheory of nonstandard analysis". Tsukuba Journal of Mathematics 17, n.º 1 (junio de 1993): 251–65. http://dx.doi.org/10.21099/tkbjm/1496162143.

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24

Katsumi, Megan y Michael Grüninger. "The metatheory of ontology reuse". Applied Ontology 13, n.º 3 (16 de julio de 2018): 225–54. http://dx.doi.org/10.3233/ao-180199.

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25

Silverberg, Farrell. "The Interspace: Evolving Psychoanalytic Metatheory". Psychoanalytic Inquiry 40, n.º 5 (3 de julio de 2020): 311–26. http://dx.doi.org/10.1080/07351690.2020.1766322.

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26

Gardner, William. "Is There Progress in Metatheory?" Contemporary Psychology: A Journal of Reviews 36, n.º 3 (marzo de 1991): 214–15. http://dx.doi.org/10.1037/029515.

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27

Dell, Don M. "Social Influence: Theory or Metatheory?" Contemporary Psychology: A Journal of Reviews 30, n.º 9 (septiembre de 1985): 725–26. http://dx.doi.org/10.1037/024082.

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28

Aldridge, Jerry, Pat Kuby y Debi Strevy. "Developing a Metatheory of Education". Psychological Reports 70, n.º 3 (junio de 1992): 683–87. http://dx.doi.org/10.2466/pr0.1992.70.3.683.

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The disciplines of psychology and education have different purposes as Egan observed in 1983. Psychological metatheories which have been applied to education are shown as inadequate for educational practice. The need for a metatheory of education written by educators and based on instructional goals and objectives unique to pedagogy is noted.
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29

Karasu, T. Byram. "A Developmental Metatheory of Psychopathology". American Journal of Psychotherapy 48, n.º 4 (octubre de 1994): 581–99. http://dx.doi.org/10.1176/appi.psychotherapy.1994.48.4.581.

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30

Urban, Christian, James Cheney y Stefan Berghofer. "Mechanizing the metatheory of LF". ACM Transactions on Computational Logic 12, n.º 2 (enero de 2011): 1–42. http://dx.doi.org/10.1145/1877714.1877721.

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31

Hoggan, Chad D. "Transformative Learning as a Metatheory". Adult Education Quarterly 66, n.º 1 (17 de noviembre de 2015): 57–75. http://dx.doi.org/10.1177/0741713615611216.

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32

Cowan, Nelson. "Metatheory of storage capacity limits". Behavioral and Brain Sciences 24, n.º 1 (febrero de 2001): 154–76. http://dx.doi.org/10.1017/s0140525x0161392x.

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Commentators expressed a wide variety of views on whether there is a basic capacity limit of 3 to 5 chunks and, among those who believe in it, about why it occurs. In this response, I conclude that the capacity limit is real and that the concept is strengthened by additional evidence offered by a number of commentators. I consider various arguments why the limit occurs and try to organize these arguments into a conceptual framework or “metatheory” of storage capacity limits meant to be useful in future research to settle the issue. I suggest that principles of memory representation determine what parts of the representation will be most prominent but that limits of attention (or of a memory store that includes only items that have been most recently attended) determine the 3- to 5-chunk capacity limit.
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33

Sredl, Darlene. "Conceptual model: The aerohemodynamics metatheory". Teaching and Learning in Nursing 3, n.º 4 (octubre de 2008): 115–20. http://dx.doi.org/10.1016/j.teln.2008.04.003.

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34

SHAW, DANIEL. "A Kuhnian Metatheory for Aesthetics". Journal of Aesthetics and Art Criticism 45, n.º 1 (1 de septiembre de 1986): 29–40. http://dx.doi.org/10.1111/1540_6245.jaac45.1.0029.

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35

Linvill, Darren L. y Brenden E. Kendall. "Teaching Metatheory through Venn Diagramming". Communication Teacher 29, n.º 3 (14 de abril de 2015): 135–40. http://dx.doi.org/10.1080/17404622.2015.1028560.

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36

Stanley, Jason. "TRUTH AND METATHEORY IN FREGE". Pacific Philosophical Quarterly 77, n.º 1 (marzo de 1996): 45–70. http://dx.doi.org/10.1111/j.1468-0114.1996.tb00158.x.

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37

Racine, Timothy P. "Institutions, Ontogenesis, and Evolutionary Metatheory". Human Development 62, n.º 4 (2019): 212–18. http://dx.doi.org/10.1159/000500175.

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38

Herzig, Andreas y Ivan Varzinczak. "Metatheory of actions: Beyond consistency". Artificial Intelligence 171, n.º 16-17 (noviembre de 2007): 951–84. http://dx.doi.org/10.1016/j.artint.2007.04.013.

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39

Park, Jonghyun, Jeongbong Seo, Sungwoo Park y Gyesik Lee. "Mechanizing Metatheory Without Typing Contexts". Journal of Automated Reasoning 52, n.º 2 (16 de abril de 2013): 215–39. http://dx.doi.org/10.1007/s10817-013-9287-4.

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40

Basin, David y Seán Matthews. "Structuring Metatheory on Inductive Definitions". Information and Computation 162, n.º 1-2 (octubre de 2000): 80–95. http://dx.doi.org/10.1006/inco.2000.2858.

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41

Kaplan, Morto A. "Political Science Publications Lack Metatheory". PS: Political Science & Politics 36, n.º 3 (julio de 2003): 369. http://dx.doi.org/10.1017/s1049096503212452.

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42

Hoggan, Chad y Katherine Higgins. "Understanding transformative learning through metatheory". New Directions for Adult and Continuing Education 2023, n.º 177 (14 de febrero de 2023): 13–23. http://dx.doi.org/10.1002/ace.20475.

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43

Borkowski, Michael H., Niki Vazou y Ranjit Jhala. "Mechanizing Refinement Types". Proceedings of the ACM on Programming Languages 8, POPL (5 de enero de 2024): 2099–128. http://dx.doi.org/10.1145/3632912.

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Practical checkers based on refinement types use the combination of implicit semantic subtyping and parametric polymorphism to simplify the specification and automate the verification of sophisticated properties of programs. However, a formal metatheoretic accounting of the soundness of refinement type systems using this combination has proved elusive. We present λ RF , a core refinement calculus that combines semantic subtyping and parametric polymorphism. We develop a metatheory for this calculus and prove soundness of the type system. Finally, we give two mechanizations of our metatheory. First, we introduce data propositions , a novel feature that enables encoding derivation trees for inductively defined judgments as refined data types, and use them to show that LiquidHaskell’s refinement types can be used for mechanization. Second, we mechanize our results in Coq, which comes with stronger soundness guarantees than LiquidHaskell, thereby laying the foundations for mechanizing the metatheory of LiquidHaskell.
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44

Hoggan, Chad. "The Current State of Transformative Learning Theory: A Metatheory". Phronesis 7, n.º 3 (18 de diciembre de 2018): 18–25. http://dx.doi.org/10.7202/1054405ar.

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This article presents a perspective on the current state of transformative learning theory. It shows how the literature surrounding transformative learning caused it to evolve into a metatheory. This article then offers a definition of transformative learning as a, as well as three criteria that delimit the learning phenomena that the metatheory encompasses. To illustrate how scholars might evaluate epistemological change in terms of its part in an overall transformation, this article explores how and when epistemological change can be considered transformative.
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45

Jacobsen, Frederik Krogsdal y Jørgen Villadsen. "Teaching Functional Programmers Logic and Metatheory". Electronic Proceedings in Theoretical Computer Science 363 (24 de julio de 2022): 74–92. http://dx.doi.org/10.4204/eptcs.363.5.

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46

Hartonas, Dimitris y Nikolaos Ion Terzoglou. "Interpretation and Paradigm in Architectural Metatheory". International Journal of Architecture and Planning 1, n.º 2 (9 de mayo de 2021): 28. http://dx.doi.org/10.51483/ijarp.1.2.2021.28-36.

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47

Robitaille, Christian. "Ludwig von Mises, Sociology, and Metatheory". AERC Papers and Proceedings 2019 22, n.º 2 (24 de septiembre de 2019): 242–70. http://dx.doi.org/10.35297/qjae.010013.

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This paper discusses the epistemological status and potential scope of the discipline of sociology based on the writings of Ludwig von Mises. More specifically, it presents his epistemological distinction between theory and history, and argues that sociology can be integrated in this framework as a historical discipline. As such, it must be a praxeologically guided study of general or specific social phenomena that already occurred or are likely to occur. Additionally, this paper addresses the general insights provided by Mises to questions of interest to the field of sociology—the division of labor and the evolution of society, the social effects of socialism and capitalism, class analysis, and the role of ideas in social change—in order to infer from it the general tasks that sociology, as a historical discipline, can accomplish in its study of social phenomena.
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48

Fuchs, Stephan. "Metatheory and the Sociology of Sociology". Sociological Perspectives 35, n.º 3 (septiembre de 1992): 531–35. http://dx.doi.org/10.2307/1389334.

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49

Tappenden, Jamie. "Metatheory and Mathematical Practice in Frege". Philosophical Topics 25, n.º 2 (1997): 213–64. http://dx.doi.org/10.5840/philtopics199725216.

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50

Larsen, Kim G., Radu Mardare y Claus Thrane. "Parameterized Metatheory for Continuous Markovian Logic". Electronic Proceedings in Theoretical Computer Science 103 (14 de diciembre de 2012): 33–47. http://dx.doi.org/10.4204/eptcs.103.4.

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