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The Journal of Philosophical Logic provides a forum for work at the crossroads of philosophy and logic, old and new, with contributions ranging from conceptual to technical. Accordingly, the Journal invites papers in all of the traditional areas of philosophical logic, including but not limited to: various versions of modal, temporal, epistemic, and deontic logic; constructive logics; relevance and other sub-classical logics; many-valued logics; logics of conditionals; quantum logic; decision theory, inductive logic, logics of belief change, and formal epistemology; defeasible and nonmonotonic logics; formal philosophy of language; vagueness; and theories of truth and validity. In addition to publishing papers on philosophical logic in this familiar sense of the term, the Journal also invites papers on extensions of logic to new areas of application, and on the philosophical issues to which these give rise. The Journal places a special emphasis on the applications of philosophical logic in other disciplines, not only in mathematics and the natural sciences but also, for example, in computer science, artificial intelligence, cognitive science, linguistics, jurisprudence, and the social sciences, such as economics, sociology, and political science.

Logic --- Philosophy --- Logique --- Philosophie --- Periodicals --- Périodiques --- Logic. --- Philosophy. --- #FHIW:CAT1 --- Arts and Humanities --- Mathematical Sciences --- Arts and Humanities. --- Mathematical Sciences. --- Logica.

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Instructional Science promotes a deeper understanding of the nature, theory, and practice of the instructional process and resultant learning. Papers represent a variety of perspectives from the learning sciences and cover learning by people of all ages, in all areas of the curriculum, and in informal and formal learning contexts. The journal stands out by providing space for full and detailed reporting of major studies that address learning processes, learning technology, learner characteristics, and learning outcomes. With an emphasis on original empirical research, all of its contents make a contribution to the science of instruction by drawing out the instructional implications of new research on learning.

Teaching --- Learning, Psychology of --- Education --- Enseignement --- Apprentissage, Psychologie de l' --- Éducation --- Education. --- Learning, Psychology of. --- Teaching. --- Leren. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Learning --- Psychology of learning --- Children --- Education of children --- Education, Primitive --- Human resource development --- Schooling --- Students --- Youth --- Psychological aspects --- Instructional systems --- Pedagogical content knowledge --- Training --- Educational psychology --- Comprehension --- Learning ability --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Learning. --- Psychologie de l'apprentissage --- Éducation

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