Search results for '*Communication Skills' (try it on Scholar)

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  1. Sara Stubenrauch, Eva‐Maria Schneid, Alexander Wünsch, Almut Helmes, Hartmut Bertz, Kurt Fritzsche, Michael Wirsching & Tanja Gölz (2012). Development and Evaluation of a Checklist Assessing Communication Skills of Oncologists: The COM‐ON‐Checklist. Journal of Evaluation in Clinical Practice 18 (2):225-230.
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  2.  59
    T. Hope & K. W. Fulford (1994). The Oxford Practice Skills Project: Teaching Ethics, Law and Communication Skills to Clinical Medical Students. Journal of Medical Ethics 20 (4):229-234.
    We describe the teaching programme in ethics, law and communication skills for clinical medical students which is being developed as part of the Oxford Practice Skills Project. These three elements of practice are approached in an integrated teaching programme which aims to address everyday clinical practice. The role of a central value of patient-centred health care in guiding the teaching is described. Although the final aim of the teaching is to improve actual practice, we have found three 'sub-aims' (...)
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  3.  5
    Ruth P. Chen (2011). Moral Imagination in Simulation-Based Communication Skills Training. Nursing Ethics 18 (1):102-111.
    Clinical simulation is used in nursing education and in other health professional programs to prepare students for future clinical practice. Simulation can be used to teach students communication skills and how to deliver bad news to patients and families. However, skilled communication in clinical practice requires students to move beyond simply learning superficial communication techniques and behaviors. This article presents an unexplored concept in the simulation literature: the exercise of moral imagination by the health professional student. Drawing from the (...)
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  4.  5
    Barry J. Sessle & Dongyuan Yao (2002). Contribution of Plasticity of Sensorimotor Cerebral Cortex to Development of Communication Skills. Behavioral and Brain Sciences 25 (5):638-639.
    Several lines of evidence have underscored the remarkable neuroplasticity of the primate sensorimotor cortex, characterizing these cortical areas as dynamic constructs that are modelled in a use-dependent manner by behaviourally significant experiences. Their plasticity likely provides a neural substrate that may contribute to the dynamic systems paradigm argued by Shanker & King (S&K) as crucial for development of communication skills.
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  5.  5
    R. J. Marshall & A. Bleakley (2008). Putting It Bluntly: Communication Skills in the Iliad. Medical Humanities 34 (1):30-34.
    In current undergraduate medical curricula, much emphasis is placed on learning the skills of communication. This paper looks at Homer’s Iliad and argues that from it we may learn that our skills can be mechanistic, shallow and simplistic. Homer was regarded in the Greek and Roman world as the father of rhetoric. This reputation rested greatly on book 9 of the Iliad, the embassy from the Greek leaders to the bitter, wrathful Achilles. The mission of the three emissaries (...)
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  6.  12
    David Cohen, M. F. Longo, Kerenza Hood, Adrian Edwards & Glyn Elwyn (2004). Resource Effects of Training General Practitioners in Risk Communication Skills and Shared Decision Making Competences. Journal of Evaluation in Clinical Practice 10 (3):439-445.
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  7.  1
    Marcia Sue DeWolf Bosek (2002). Effective Communication Skills. Jona's Healthcare Law, Ethics, and Regulation 4 (4):93-97.
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  8.  5
    Jochen W. L. Cals, Andre J. H. A. Ament, Kerenza Hood, Christopher C. Butler, Rogier M. Hopstaken, Geert F. Wassink & Geert‐Jan Dinant (2011). C‐Reactive Protein Point of Care Testing and Physician Communication Skills Training for Lower Respiratory Tract Infections in General Practice: Economic Evaluation of a Cluster Randomized Trial. Journal of Evaluation in Clinical Practice 17 (6):1059-1069.
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  9.  4
    Valerie J. Grant (1995). Therapy of 'the Word': New Goals in Teaching Communication Skills. [REVIEW] Health Care Analysis 3 (1):71-74.
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  10.  6
    Frank V. Lefevre, Teresa M. Waters & Peter P. Budetti (2000). A Survey of Physician Training Programs in Risk Management and Communication Skills for Malpractice Prevention. Journal of Law, Medicine & Ethics 28 (3):258-266.
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  11.  2
    Sarah Barclay (2010). Clinical Ethics Committee Case 12: Our Adolescent Patient has a Progressive Life-Limiting Condition and Impaired Communication Skills – How Should Decisions About Her Care Be Made? Clinical Ethics 5 (4):175-179.
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  12.  1
    M. G. Secundy (1993). Balancing Communication Skills and Clinical Assessment. Journal of Clinical Ethics 4 (2):185.
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  13. Frank V. Lefevre, Teresa M. Waters & Peter P. Budetti (2000). A Survey of Physician Training Programs in Risk Management and Communication Skills for Malpractice Prevention. Journal of Law, Medicine and Ethics 28 (3):258-266.
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  14.  13
    Goran Bubas (2001). Toward Competence in Interpersonal Communication: Constitutive Traits, Skills and Dimensions. World Futures 57 (6):557-581.
    Both interpersonal and mass media communication is demanding for competence of communicators. The aim of this study was to determine the dimensions of interpersonal communicative competence. First, a total of 23 skills and traits were identified that are by various authors related to interpersonal communicative competence. Then, a research instrument named Interpersonal Communication Competence Inventory (ICCI) was developed for the measurement of those skills and traits. After evaluation of the ICCI scales, their total scores were factor analyzed in (...)
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  15. David Dickson, Owen Hargie & Christine Saunders (1994). Social Skills in Interpersonal Communication: Third Edition. Routledge.
    Following the success of editions one and two, this revised, updated and extended edition of _Social Skills in Interpersonal Communication_ will continue as the core textbook for students of interpersonal communication. The professional groups for whom these skills are most important include counsellors, psychiatrists, doctors, nurses, social workers, psychologists, teachers, occupational and speech therapists, physioptherapists and industrial personnel. New chapters in the third edition include the increasingly popular area of interpersonal influence and there is a chapter on the (...)
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  16.  9
    Francesco Garibaldo (2002). Information and Communication Technologies, Organisations and Skills: Convergence and Persistence. [REVIEW] AI and Society 16 (4):305-331.
    This article, first of all, supports the idea that the undeniable process of ICT-based technological convergence implies the social, cultural and business unification of the world of media and culture. The poor performance of the megamerger is a clear indicator of the unstable ground of the convergence hypothesis. Secondly, it argues in favour of cooperation between different expertise, skills and cultures to make multimedia products or to supply multimedia services, instead of creating from scratch a brand new class of (...)
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  17.  14
    Vincent M. Janik (2013). Cognitive Skills in Bottlenose Dolphin Communication. Trends in Cognitive Sciences 17 (4):157-159.
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  18.  5
    Mark Nowacki, Yew Leong Wong, Natalie Hong & Zechariah Zhuang, Teacher Guide to CQ: Communication, Collaboration and Socio-Emotional Skills.
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  19. Laura Whelan (2001). What Writing Students Get From the Net: Using Synchronous Communication to Develop Writerly Skills. Kairos 6.
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  20.  6
    Glyn Elwyn, Adrian Edwards, Michel Wensing, Richard Hibbs, Clare Wilkinson & Richard Grol (2001). Shared Decision Making Observed in Clinical Practice: Visual Displays of Communication Sequence and Patterns. Journal of Evaluation in Clinical Practice 7 (2):211-221.
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  21.  11
    Nabil Ibrahim & John Angelidis (2009). The Relative Importance of Ethics as a Selection Criterion for Entry-Level Public Accountants: Does Gender Make a Difference? [REVIEW] Journal of Business Ethics 85 (1):49 - 58.
    This paper examines public accountants' perceptions of the relative importance of business ethics as a selection criterion for entry-level public accounting positions. Also, it seeks to determine whether gender differences do exist with respect to these perceptions. The data were collected through a survey of 335 professional accountants in four southeastern states. The results show that, among the eight selection factors that were studied, technical competence in accounting, communication skills, and interpersonal skills were the most influential, while professionalism (...)
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  22.  15
    Cynthia D. Rittenhouse (1996). Survival Skills and Ethics Training for Graduate Students: A Graduate Student Perspective. Science and Engineering Ethics 2 (3):367-380.
    Graduate students in the sciences must develop practical skills geared toward scientific survival and success. This is particularly true now, given the paucity of research funds and jobs. Along with more elementary skills, research ethics should be an integral part of students’ scientific training. Survival skills include research skills, communication skills, general efficiency, and preparation for post-graduate work. Ethics training covers guidelines for use of animal and human subjects, data treatment, disclosure, credit issues, conflicts of (...)
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  23.  70
    David Simpson (1992). Communicative Skills in the Constitution of Illocutionary Acts. Australasian Journal of Philosophy 70 (1):82 – 92.
    Austin's distinction between locutionary and illocutionary acts has offered a fruitful way of focussing the relation between language and communication. In particular, by adopting the distinction we attend to linguistic and communicative subjects as actors, not just processors or conduits of information. Yet in many attempts to explicate the constitution of illocutionary acts the subject as actor is subsumed within the role of linguistic rules or conventions. I propose an account of illocutionary acts in which rules or conventions are (...)
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  24.  96
    Birgitta Dresp-Langley (2009). The Communication Contract and its ten Ground Clauses. Journal of Business Ethics 87 (3):415 - 436.
    Global society issues are putting increasing pressure on both small and large organizations to communicate ethically at all levels. Achieving this requires social skills beyond the choice of language or vocabulary and relies above all on individual social responsibility. Arguments from social contract philosophy and speech act theory lead to consider a communication contract that identifies the necessary individual skills for ethical communication on the basis of a limited number of explicit clauses. These latter are pragmatically binding for (...)
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  25.  10
    E. S. Savage‐Rumbaugh (1990). Language as a Cause‐Effect Communication System. Philosophical Psychology 3 (1):55-76.
    Abstract Christopher Gauker has argued that a cause?effect analysis of the acquisition of communication skills in chimpanzees is adequate to describe the data reported in our work at the Language Research Center. I agree that the cause?effect approach to language function is the only viable method of analyzing language. Language must be studied as a process that functions to organize behavior between two or more individuals. However, the problem of language understanding is not addressed satisfactorily by the perspective offered (...)
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  26.  10
    M. Nosek (2012). Nonviolent Communication: A Dialogical Retrieval of the Ethic of Authenticity. Nursing Ethics 19 (6):829-837.
    Charles Taylor called for a retrieval of the ethic of authenticity that has been distorted in modern notions of autonomy and self-fulfillment. Via exchanges with others who matter to us, he proposed that human identities develop through the use of rich language draped in shared horizons of significance. The fostering of these dialogical ties beyond purely instrumental purposes, along with the recognition of the human dignity in all, may avert the fallen ideal of authenticity. Nonviolent communication affords the skillful dialogue (...)
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  27.  42
    D. L. Spivak (2004). Linguistics of Altered States of Consciousness: Problems and Prospects. Journal of Quantitative Linguistics 11 (1):27-32.
  28.  12
    Elena María Muñoz Calvo, Mercedes Caridad García González, Luz Angélica Leyva Barceló & Kenia Ricardo Bencomo (2013). Communication barriers in the technologist-patient relationship within the professional context. Humanidades Médicas 13 (1):38-55.
    Introducción: la formación de profesionales competentes es una de las misiones esenciales de la Educación Médica Superior, esto exige que los tecnólogos posean habilidades comunicativas para un correcto desempeño laboral en aras del mejoramiento humano. Objetivo de la investigación: identificar las barreras que inciden en la comunicación tecnólogo - paciente en las carreras de Licenciatura en Traumatología, Podología, Terapia Física y Rehabilitación Social Ocupacional, en áreas de rehabilitación. Métodos: se presenta un estudio observacional, descriptivo longitudinal y retrospectivo entre junio de (...)
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  29.  5
    B. Bub (2004). The Patient's Lament: Hidden Key to Effective Communication: How to Recognise and Transform. Medical Humanities 30 (2):63-69.
    “Our dancing is changed into mourning” Lamentations 5:15 to “you turned my lament into dancing” Psalm 30:12. Numerous studies and well publicised complaints from the public have long revealed a pressing need for physicians to improve their communication skills and their ability to interpret and respond appropriately to what they hear from patients. Rushed and dispirited, physicians are routinely urged to become more compassionate and to spend more time listening. This article challenges the myth that listening is a time (...)
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  30.  3
    C. A. Rentmeester (2007). "Why Aren't You Doing What We Want?" Cultivating Collegiality and Communication Between Specialist and Generalist Physicians and Residents. Journal of Medical Ethics 33 (5):308-310.
    Developing residents’ communication skills has been a goal of residency training programmes since the Accreditation Council for Graduate Medical Education codified it as a core competency. In this article, a case that features problematic communication between a generalist and specialist physician is drawn upon, and it is suggested how their communication might become open and effective through a practice of reason exchange. This is a practice of giving reasons, listening to reasons given by others, evaluating reasons and deciding which (...)
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  31. Sue Hayden & Emma Jordan (2015). Language for Learning in the Primary School: A Practical Guide for Supporting Pupils with Language and Communication Difficulties Across the Curriculum. Routledge.
    Language for Learning in the Primary School is the long awaited second edition of _Language for Learning_, first published in 2004 and winner of the NASEN/TES Book Award for Teaching and Learning in 2005. This handbook has become an indispensable resource, packed full of practical suggestions on how to support 5-11 year old children with speech, language and communication difficulties. Colour coded throughout for easy referencing, this unique book supports inclusive practice by helping teachers to: Identify children with speech, language (...)
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  32.  25
    Yves Couturier, Dominique Gagnon & Louise Belzile (2012). Les Compétences Procédurales Requises À la Coordination dédiéeProcedural Skills Required to Dedicated Coordination. Phronesis 1 (2):15-23.
    This article reflects on the skills required in trades services to people dedicated to coordinate services in complex clinical situations because of their multidimensionality and chronicity. All human activity requires for its proper effectuation, the coordination of interdependencies between actors. Coordination of interdependencies is done in ordinary mode, in everyday activities, but also in dedicated mode, that is to say, through a practice that has a primary mandate to manage them in a conscious, voluntary and accountable for intervention situations (...)
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  33.  11
    Michael A. Schwartz, Deaf Patients, Doctors, and the Law: Compelling a Conversation About Communication.
    Title III of the Americans with Disabilities Act (ADA) grants people with disabilities access to public accommodations, including the offices of medical providers, equal to that enjoyed by persons without disabilities. The Department of Justice (DOJ) has unequivocally declared that the law requires effective communication between the medical provider and the Deaf patient. Because most medical providers are not fluent in sign language, the DOJ has recognized that effective communication calls for the use of appropriate auxiliary aids, including sign language (...)
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  34.  6
    Ingar Brinck (2008). The Role of Intersubjectivity for the Development of Intentional Communication. In J. Zlatev, T. Racine, C. Sinha & E. Itkonen (eds.), The Shared Mind: Perspectives on Intersubjectivity. John Benjamins 115--140.
    The present account explains (i) which elements of nonverbal reference are intersubjective, (ii) what major effects intersubjectivity has on the general development of intentional communication and at what stages, and (iii) how intersubjectivity contributes to triggering the general capacity for nonverbal reference in the second year of life. First, intersubjectivity is analysed in terms of a sharing of experiences that is either mutual or individual, and either dyadic or triadic. Then it is shown that nonverbal reference presupposes intersubjectivity in communicative (...)
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  35. Matthew Allen (2004). Smart Thinking: Skills for Critical Understanding and Writing. Oxford University Press.
    Smart Thinking: Skills for Critical Understanding and Writing 2E is a practical step-by-step guide to improving skills in analysis, critical thinking, and the effective communication of arguments and explanations. The book combines an accessible and straightforward style, with a strong foundation of knowledge. The text treats reasoning as an aspect of communication, not an abstract exercise in logic. The book not only provides detailed advice on how to practise analytical skills, but also demonstrates how these skills (...)
     
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  36.  12
    Jerome E. Bickenbach & Jacqueline M. Davies (1996). Good Reasons for Better Arguments: An Introduction to the Skills and Values of Critical Thinking. Broadview Press.
    This text introduces university students to the philosophical ethos of critical thinking, as well as to the essential skills required to practice it. The authors believe that Critical Thinking should engage students with issues of broader philosophical interest while they develop their skills in reasoning and argumentation. The text is informed throughout by philosophical theory concerning argument and communication—from Aristotle's recognition of the importance of evaluating argument in terms of its purpose to Habermas's developing of the concept of (...)
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  37.  9
    Alexa Miller, Michelle Grohe, Shahram Khoshbin & Joel T. Katz (2013). From the Galleries to the Clinic: Applying Art Museum Lessons to Patient Care. [REVIEW] Journal of Medical Humanities 34 (4):433-438.
    Increasingly, medical educators integrate art-viewing into curricular interventions that teach clinical observation—often with local art museum educators. How can cross-disciplinary collaborators explicitly connect the skills learned in the art museum with those used at the bedside? One approach is for educators to align their pedagogical approach using similar teaching methods in the separate contexts of the galleries and the clinic. We describe two linked pedagogical exercises—Visual Thinking Strategies (VTS) in the museum galleries and observation at the bedside—from “Training the (...)
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  38.  13
    John R. Wilson (2003). Support of Opportunities for Shopfloor Involvement Through Information and Communication Technologies. AI and Society 17 (2):114-133.
    More companies are understanding the benefits of designing work to enhance, rather than minimise, the contributions of their employees within human-centred systems. To do this, they require their supportive subsystems (such as training, job, and team design, performance measurement and information) to provide people with the ability, motivation and opportunity to become increasingly involved. Opportunity for involvement will require different communication interfaces, providing data and background information both personally and at the work site or process. In the past few years, (...)
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  39.  1
    Jan Engberg (2009). Individual Conceptual Structure and Legal Experts' Efficient Communication. International Journal for the Semiotics of Law - Revue Internationale de Sémiotique Juridique 22 (2):223-243.
    The article investigates characteristics of legal concepts as found in academic articles, focusing upon the knowledge base of legal experts. It is a cognitively oriented study of one of the semiotic basics of communication for academic legal purposes. The purpose is to study the structure of knowledge elements connected to the concept of “Criminal liability of corporations” from US law in and across individual experts in order to look for individual differences and similarities. The central concern is to investigate the (...)
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  40.  6
    Annett Juras, Janine Brockmeier, Vera Niedergesaess & Dietrich Brandt (2014). Trust and Team Development to Fight Chaos: Three Student Reports. AI and Society 29 (2):267-275.
    The world is increasingly developing towards complex and chaotic behaviour. Enterprises are challenged to establish flexible but trustworthy structures of doing business within global instability. We need to educate our students today for coping with such chaotic patterns in their professional future. As an example, the student-run Europe-wide organisation ESTIEM is offering the 2-week Summer Academy (SAC) to develop the communication skills corresponding. It also means among other aims to strengthen mutual trust through interaction of the students. In 2011, (...)
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  41.  71
    Stuart G. Shanker & Barbara J. King (2002). The Emergence of a New Paradigm in Ape Language Research. Behavioral and Brain Sciences 25 (5):605-620.
    In recent years we have seen a dramatic shift, in several different areas of communication studies, from an information-theoretic to a dynamic systems paradigm. In an information processing system, communication, whether between cells, mammals, apes, or humans, is said to occur when one organism encodes information into a signal that is transmitted to another organism that decodes the signal. In a dynamic system, all of the elements are continuously interacting with and changing in respect to one another, and an aggregate (...)
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  42.  5
    Michael A. Arbib & Giacomo Rizzolatti (forthcoming). Neural Expectations: A Possible Evolutionary Path From Manual Skills to Language. Communication and Cognition: An Interdisciplinary Quarterly Journal.
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  43.  20
    George J. Agich (2011). Defense Mechanisms in Ethics Consultation. HEC Forum 23 (4):269-279.
    While there is no denying the relevance of ethical knowledge and analytical and cognitive skills in ethics consultation, such knowledge and skills can be overemphasized. They can be effectively put into practice only by an ethics consultant, who has a broad range of other skills, including interpretive and communicative capacities as well as the capacity effectively to address the psychosocial needs of patients, family members, and healthcare professionals in the context of an ethics consultation case. In this (...)
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  44.  13
    B. Sofaer (1995). Enhancing Humanistic Skills: An Experiential Approach to Learning About Ethical Issues in Health Care. Journal of Medical Ethics 21 (1):31-34.
    An outstanding feature of the study of nursing ethics is that it raises questions concerning moral virtue, conscience, consistency and character. A considerable section of the literature is devoted to ideas of how best to teach ethics to health professionals. It has been shown that when faced with ethical dilemmas nurses tended to rely on intuition and instinct to resolve them, with little systematic analysis to help the process. Nurses who have been in practice for a number of years may (...)
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  45.  20
    David S. Miall & Ellen Dissanayake (2003). The Poetics of Babytalk. Human Nature 14 (4):337-364.
    Caretaker-infant attachment is a complex but well-recognized adaptation in humans. An early instance of (or precursor to) attachment behavior is the dyadic interaction between adults and infants of 6 to 24 weeks, commonly called "babytalk." Detailed analysis of 1 minute of spontaneous babytalk with an 8-week infant shows that the poetic texture of the mother’s speech—specifically its use of metrics, phonetics, and foregrounding—helps to shape and direct the baby’s attention, as it also coordinates the partners’ emotional communication. We hypothesize that (...)
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  46.  17
    Gloria Dall'Alba & Robyn Barnacle (2005). Embodied Knowing in Online Environments. Educational Philosophy and Theory 37 (5):719–744.
    In higher education, the conventional design of educational programs emphasises imparting knowledge and skills, in line with traditional Western epistemology. This emphasis is particularly evident in the design and implementation of many undergraduate programs in which bodies of knowledge and skills are decontextualised from the practices to which they belong. In contrast, the notion of knowledge as foundational and absolute has been extensively challenged. A transformation and pluralisation has occurred: knowledge has come to be seen as situated and (...)
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  47.  10
    Elizabeth Ashton (1994). Metaphor in Context: An Examination of the Significance of Metaphor for Reflection and Communication. Educational Studies 20 (3):357-366.
    This article shows how metaphor is basic to language structure. It is illustrated with practical examples of how metaphor is found within different social and cultural contexts, irrespective of historical time. Numerous examples are given of how metaphor works in efforts to communicate meaning. From an early age, young children are initiated into the use of metaphor. This appears to be understood intuitively, and examples of words games and riddles are given to show how children become familiar with the symbolic (...)
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  48.  8
    Lloyd Espiritu (2007). E-Teaching Skills. Communication and Cognition: An Interdisciplinary Quarterly Journal 40 (1):119-126.
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  49.  7
    Kathleen Miller (1995). A Feminist Defense of the Critical-Logical Model. Informal Logic 17 (3).
    In his (1994) "Feminism, Argumentation, and Coalescence", Michael Gilbert argues that the "Critical Thinking Industry" is antagonistic to women. Because the critical-logical skills in which the industry deals tend to be gender-specific. its adoption as the dominant mode of discourse disenfranchises women, making its overhaul a moral imperative. Following a variety offeminist epistemologists. this conclusion is reached by confiating "critical reasoning" with "communicating about ideas," as though the two were inseparable. In this paper it is argued that the inclusion (...)
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  50.  24
    Trevor H. J. Marchand (2008). Muscles, Morals and Mind: Craft Apprenticeship and the Formation of Person. British Journal of Educational Studies 56 (3):245 - 271.
    The paper considers apprenticeship as a model of education that both teaches technical skills and provides the grounding for personal formation. The research presented is based on long-term anthropological fieldwork with minaret builders in Yemen, mud masons in Mali and fine-woodwork trainees in London. These case studies of on-site learning and practice support an expanded notion of knowledge that exceeds propositional thinking and language and centrally includes the body and skilled performance. Crafts -- like sport, dance and other skilled (...)
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