Peter Machamer - Publications
Affiliations: | University of Pittsburgh, Pittsburgh, PA, United States |
Year | Citation | Score | |||
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2013 | Stoyanov D, Machamer P, Schaffner KF. A fallacious forced choice: Cloninger and stoyanov, machamer, and schaffner are compatible Philosophy, Psychiatry and Psychology. 20: 281-284. DOI: 10.1353/Ppp.2013.0045 | 0.55 | |||
2013 | Stoyanov D, Machamer P, Schaffner KF. In quest for scientific psychiatry: Toward bridging the explanatory gap Philosophy, Psychiatry and Psychology. 20: 261-273. DOI: 10.1353/Ppp.2013.0041 | 0.612 | |||
2012 | Stoyanov D, Machamer PK, Schaffner KF, Rivera-Hernández R. The meta-language of psychiatry as cross-disciplinary effort: in response to Zachar (2012). Journal of Evaluation in Clinical Practice. 18: 710-20. PMID 22515373 DOI: 10.1111/J.1365-2753.2012.01846.X | 0.535 | |||
2012 | Stoyanov D, Machamer PK, Schaffner KF, Rivera-Hernández R. The challenge of psychiatric nosology and diagnosis. Journal of Evaluation in Clinical Practice. 18: 704-9. PMID 22515313 DOI: 10.1111/J.1365-2753.2012.01844.X | 0.543 | |||
2012 | St Stoyanov D, Machamer PK, Schaffner KF. Rendering clinical psychology an evidence-based scientific discipline: a case study. Journal of Evaluation in Clinical Practice. 18: 149-54. PMID 22098092 DOI: 10.1111/J.1365-2753.2011.01795.X | 0.581 | |||
2012 | MacHamer P, McGuire JE, Kochiras H. Newton and the mechanical philosophy: Gravitation as the balance of the heavens Southern Journal of Philosophy. 50: 370-388. DOI: 10.1111/J.2041-6962.2012.00128.X | 0.32 | |||
2005 | Machamer P, Hepburn B. Galileo and the pendulum: Latching on to time Tthe Pendulum: Scientific, Historical, Philosophical and Educational Perspectives. 99-113. DOI: 10.1007/1-4020-3526-8_8 | 0.607 | |||
2000 | Machamer P, Darden L, Craver CF. Thinking about mechanisms Philosophy of Science. 67: 1-25. DOI: 10.1086/392759 | 0.598 | |||
1994 | Machamer P, Woody A. A model of intelligibility in science: Using Galileo's balance as a model for understanding the motion of bodies Science and Education. 3: 215-244. DOI: 10.1007/Bf00540155 | 0.336 | |||
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