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Abstract: In this paper, I argue, first, that Hegel defended a version of the analytic/synthetic distinction—that, indeed, his version of the distinction deserves to be called Kantian. For both Kant and Hegel, the analytic/synthetic distinction can be explained in terms of the discursive character of cognition: insofar as our cognition is discursive, its most basic form can be articulated in terms of a genus/species tree. The structure of that tree elucidates the distinction between analytic and synthetic judgments. Second, I argue that Hegel has an interesting and so far unexplored argument for the analytic/synthetic distinction: Hegel argues that the systematic relationship between concepts expressed in a genus/species tree can only be expressed through synthetic judgments. Third and finally, I explore some of the implications that the arguments in the first two parts of the essay have for understanding the way in which Hegel differs from Kant. I argue that Hegel accepts Kant's point that discursive cognition cannot be used to cognize the absolute. However, Hegel thinks that we can, nevertheless, cognize the absolute. I explore the character of this non‐discursive cognition and argue that we can understand Hegel's glosses on this form of cognition—as simultaneously analytic and synthetic and as having a circular structure—through contrasting it with his account of discursive cognition. As a consequence, I argue that we must give up on attempts to understand ‘the dialectical method’ and ‘speculative cognition’ on the model of discursive cognition. [ABSTRACT FROM AUTHOR]

Previous studies have shown a robust bias to express the goal path over the source path when describing events ('the bird flew into the pitcher,' rather than '... out of the bucket into the pitcher'). Motivated by linguistic theory, this study manipulated the causal structure of events (specifically, making the source cause the motion of the figure) and measured the extent to which adults and 3.5- to 4-year-old English-speaking children included the goal and source in their descriptions. We found that both children's and adults' encoding of the source increased for events in which the source caused the motion of the figure compared to nearly identical events in which the source played no such causal role. However, a goal bias persisted overall for both causal and noncausal motion events. These findings suggest that although the goal bias in language is highly robust, properties of the source (such as causal agency) influence its likelihood of being encoded in language, thus shedding light on how properties of an event can influence the mapping of event components into language. [ABSTRACT FROM AUTHOR]

Asking people a question about performing a target behavior influences future performance of that behavior. While contextually robust and methodologically simple, this “question–behavior effect” reveals theoretical complexity as evidenced by the large number of proposed explanations for the effect. Furthermore, considerable heterogeneity exists regarding the “question” used to elicit the effect and the variety of different types of target “behaviors” for which the effect has manifested. A meta-analytic synthesis of 104 question-behavior studies across 51 published and unpublished papers is presented. Grouping proposed theories for the effect into four overarching categories, we derive and test systematic predictions regarding potential moderators of conceptual and practical significance. Our findings provide varying degrees of support for four different theoretical mechanisms (attitudes, consistency, fluency and motivations) proposed to underlie the effect. Insights into these mechanisms are presented and outstanding gaps in our understanding are identified as opportunities for future research. [ABSTRACT FROM AUTHOR]

In this paper, we develop a theoretical framework for abstraction-based failure prognosis of partially observed discrete event systems. The purpose of using abstraction is to verify prognosability and synthesize a prognoser based on the abstracted models with fewer states and transitions. We present conditions under which prognosability can be verified and a prognoser can be synthesized based on the abstracted models of the system and the specification. [ABSTRACT FROM AUTHOR]

Context Software maintenance process in globally distributed settings brings significant management challenges to software organizations. Objectives Investigate the factors specific to managing software maintenance process in globally distributed settings and best practices in software organizations. Method A systematic literature review and interviews with industry practitioners were conducted. For analysis and synthesis, the grounded theory method was used. Results We identified a number of management challenges and mitigation strategies and then classified them under people, process, product, and technology factors. Overall, a structure of challenges and solutions, the conceptual framework, has been developed that may be used to understand and classify global maintenance challenges. Conclusions Distributed software maintenance process has specific management challenges in relation to process, people, product, and technology. Therefore, companies performing maintenance in distributed settings should consider these factors, which are not present in the general global software development literature, although many lessons apply to both. Copyright © 2015 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

The aims of the Synthesis and Scaffolding Project were to understand: the role of specific scaffolds in relation to the activity of learners, and the activity of learners during a collaborative design task from multiple perspectives, through the collection and analysis of multiple streams of data and the adoption of a synthesis approach to the research. The Synthesis Approach to Analysing Educational Design ( SAAED) dataset is comprised of video, audio and image files, transcripts of the discourse, as well as copies of physical artefacts generated by three groups of three postgraduate education students during a 90-minute design session. The data were collected in January 2013. Each group was given a different scaffold related to the design process, the social interactions or the use of the tools available to the participants. Researchers interested in analysing the SAAED are required to sign a collaborator agreement to become part of the project team. [ABSTRACT FROM AUTHOR]

This article addresses Kant's distinction between a synthetic and an analytic method in philosophy. I will first consider how some commentators have accounted for Kant's distinction and analyze some passages in which Kant defined the analytic and the synthetic method. I will suggest that confusion about Kant's distinction arises because he uses it in at least two different senses. I will then identify a specific way in which Kant accounts for this distinction when he is differentiating between mathematical and philosophical syntheses. I will examine Kant's arguments in the Critique of Pure Reason with the latter sense of the distinction in mind. I will evaluate if he uses the analytic or the synthetic method and if the synthetic method is able to identify, without a previous consideration of some sort of given knowledge, sufficient conditions for deriving some aspects of our knowledge. [ABSTRACT FROM AUTHOR]

This article argues that early modern philosophy should be seen as an integrated enterprise of moral and natural philosophy. Consequently, early modern moral and natural philosophy should be taught as intellectual enterprises that developed hand in hand. Further, the article argues that the unity of these two fields can be best introduced through methodological ideas. It illustrates these theses through a case study on Scottish Newtonianism, starting with visions concerning the unity of philosophy and then turning to a discussion of how methodological ideas figure in those visions. Finally, the article argues that methodological considerations can serve as good starting points to introduce and discuss central topics and canonical figures of the early modern period. [ABSTRACT FROM AUTHOR]

Research synthesis and meta-analysis provide a pathway to bring together findings in a given domain with greater systematicity, objectivity, and transparency than traditional reviews. The same techniques and corresponding benefits can be and have been applied to examine methodological practices in second language (L2) research (e.g., Plonsky, ). In the first half of this paper, we integrate findings, trends, and critiques from a number of syntheses to both illustrate the potential of this approach and to promote more methodologically informed research practices. Our emphasis here is on study designs and sampling practices. In the second half, we provide an example of a methodological synthesis that reviews the use of one particular statistical technique as applied in L2 research: exploratory factor analysis (EFA). Here and throughout the chapter, we provide specific recommendations for primary research as well as for future efforts to synthesize methodological practices in the field. [ABSTRACT FROM AUTHOR]

This article is primarily concerned with the philosophical problems that arise out of a consideration of painting. By painting I mean of course not any kind of application of paint to a surface - house painting for instance - but painting as an art, to use Richard Wollheim's phrase.[Wollheim, ] Since Plato, philosophy has intermittently been concerned with these problems, and over the past 30 years, painting has come under a new focus as philosophy of art has increasingly turned its attention to the issues that arise from particular art forms. I will also draw on some ideas developed in art history and theory, which have a suitably philosophical, that is, general or foundational, character. There are many philosophical issues that arise equally from painting and other art forms, but for just this reason, they are best addressed in a broader cross-art-form context, and I will mostly avoid dealing with them here. Instead, I will focus on issues that arise solely or with a special force from a consideration of painting. It will be helpful to roughly arrange these in two categories. The first is representation; the second is form. We shall see that these categories are difficult to keep separate with regard to painting and overlap at various points. [ABSTRACT FROM AUTHOR]

Graphs are an essential part of scientific communication. Complex datasets, of which meta-analyses are textbook examples, benefit the most from visualization. Although a number of graph options for meta-analyses exist, the extent to which these are used was hitherto unclear. A systematic review on graph use in meta-analyses in three disciplines (medicine, psychology, and business) and nine journals was conducted. Interdisciplinary differences, which are mirrored in the respective journals, were revealed, that is, graph use correlates with external factors rather than methodological considerations. There was only limited variation in graph types (with forest plots as the most important representatives), and diagnostic plots were very rare. Although an increase in graph use over time could be observed, it is unlikely that this phenomenon is specific to meta-analyses. There is a gaping discrepancy between available graphic methods and their application in meta-analyses. This may be rooted in a number of factors, namely, (i) insufficient dissemination of new developments, (ii) unsatisfactory implementation in software packages, and (iii) minor attention on graphics in meta-analysis reporting guidelines. Using visualization methods to their full capacity is a further step in using meta-analysis to its full potential. Copyright © 2013 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

The need for new ways to bridge the gap between research and practice is clear; the use of evidence-based prevention programs and implementation with fidelity in practice are strikingly limited. The Interactive Systems Framework for Dissemination and Implementation (ISF) was created to help bridge research and practice by specifying the systems and processes required to support dissemination and implementation of evidence-based programs, processes, practices, and policies. The ISF identifies three key systems necessary for this process which include the Synthesis and Translation System, the Support System, and the Delivery System. The ISF was featured in a special issue of the American Journal of Community Psychology in 2008. This special issue extends that work by including both researchers who have applied an ISF lens to aspects of their current work and researchers who have proactively applied the ISF in a process that goes across the various systems of the ISF, i.e., Synthesis and Translation, Support, and Delivery. Content areas include: children's mental health, teen pregnancy prevention, HIV prevention, violence prevention, heart disease and stroke prevention, breast cancer prevention, and substance abuse prevention. In this introductory article, we provide a brief description of the history of the ISF and a summary of the articles in the special issue. [ABSTRACT FROM AUTHOR]

The authors discuss aspects of journal publications that have the capacity to publish and accurately cite quantitative descriptions of complex datasets. They explain that ecological meta-analyses will increasingly use the datasets directly alongside primary researches to ensure that the most effective syntheses are viable. The authors believe that creative synthesis of analysis and knowledge standards must be enforced to promote the collective effects of data, theory, and synthesis.

The author focuses on the importance of writing review papers. He states that review papers helps in clarification of the state of knowledge, explain contradictions and identify the needed research. He mentions that the most important aspect of review development is topic selection. He adds that reviews must provide original insights and useful syntheses.