Search results for 'A. Burls' (try it on Scholar)

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  1. Regina Kunz, Eva Nagy, Sjors F. P. J. Coppus, Jose I. Emparanza, Julie Hadley, Regina Kulier, Susanne Weinbrenner, Theodoros N. Arvanitis, Amanda Burls, Juan B. Cabello, Tamas Decsi, Andrea R. Horvath, Jacek Walzak, Marcin P. Kaczor, Gianni Zanrei, Karin Pierer, Roland Schaffler, Katja Suter, Ben W. J. Mol & Khalid S. Khan (2009). How Far Did We Get? How Far to Go? A European Survey on Postgraduate Courses in Evidence‐Based Medicine. Journal of Evaluation in Clinical Practice 15 (6):1196-1204.score: 360.0
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  2. E. E. Antoniou, H. Draper, K. Reed, A. Burls, T. R. Southwood & M. P. Zeegers (2011). An Empirical Study on the Preferred Size of the Participant Information Sheet in Research. Journal of Medical Ethics 37 (9):557-562.score: 300.0
    Background Informed consent is a requirement for all research. It is not, however, clear how much information is sufficient to make an informed decision about participation in research. Information on an online questionnaire about childhood development was provided through an unfolding electronic participant sheet in three levels of information. Methods 552 participants, who completed the web-based survey, accessed and spent time reading the participant information sheet (PIS) between July 2008 and November 2009. The information behaviour of the participants was investigated. (...)
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  3. Peter Bradley, Peter M. Bradley & Amanda Burls (eds.) (2000). Ethics in Public and Community Health. Routledge.score: 120.0
    The purpose of public and community health is to improve the health of populations or groups rather than concentrating on individuals. This book examines the ethical issues associated with public and community health. The contributors analyse the major ethical issues in public health - prioritisation, public participation, health promotion and screening - all of which reflect current practice in the UK. They examine what health services should be available, who should have access to which health services, what are the best (...)
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  4. [deleted]Wery P. M. Van Den Wildenberg, Scott A. Wylie, Birte U. Forstmann, Borís Burle, Thierry Hasbroucq & K. Richard Ridderinkhof (2010). To Head or to Heed? Beyond the Surface of Selective Action Inhibition: A Review. Frontiers in Human Neuroscience 4 (222).score: 20.0
    To head rather than heed to temptations is easier said than done. Since tempting actions are often contextually inappropriate, selective suppression is invoked to inhibit such actions. Thus far, laboratory tasks have not been very successful in highlighting these processes. We suggest that this is for three reasons. First, it is important to dissociate between an early susceptibility to making stimulus-driven impulsive but erroneous actions, and the subsequent selective suppression of these impulses that facilitates the selection of the correct action. (...)
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  5. Joseph Michael Burling Hanako Yoshida (2012). Highlighting: A Mechanism Relevant for Word Learning. Frontiers in Psychology 3.score: 14.0
    What we attend to at any moment determines what we learn at that moment, and this also depends on our past learning. This focused conceptual paper concentrates on a single well-documented attention mechanism—highlighting. This phenomenon—well studied in nonlinguistic but not in linguistic contexts—should be highly relevant to language learning because it is a process that (1) specifically protects past learning from being disrupted by new (and potentially spurious) associations in the learning environment, and (2) strongly constrains new learning to new (...)
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  6. Hanako Yoshida & Joseph Michael Burling (2012). Highlighting: A Mechanism Relevant for Word Learning. Frontiers in Psychology 3.score: 14.0
    What we attend to at any moment determines what we learn at that moment, and this also depends on our past learning. This focused conceptual paper concentrates on a single well-documented attention mechanism—highlighting. This phenomenon—well studied in nonlinguistic but not in linguistic contexts—should be highly relevant to language learning because it is a process that (1) specifically protects past learning from being disrupted by new (and potentially spurious) associations in the learning environment, and (2) strongly constrains new learning to new (...)
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  7. Laurence Casini, Boris Burle & Noël Nguyen (2009). Speech Perception Engages a General Timer: Evidence From a Divided Attention Word Identification Task. Cognition 112 (2):318-322.score: 12.0
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  8. James A. Lippincott (1981). Background for Plant Genetic Engineers Molecular Biology of Plants Irwin Rubenstein Ronald L. Phillips Charles Green Burle G. Gengenbach. BioScience 31 (1):70-70.score: 12.0
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  9. [deleted]Lotje van der Linden, Stã©Phanie K. Riã¨S., Thierry Legou, BoríS. Burle, Nicole Malfait & F. -Xavier Alario (2014). A Comparison of Two Procedures for Verbal Response Time Fractionation. Frontiers in Psychology 5.score: 12.0
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  10. S. J. Burling, J. S. Lumley, L. S. McCarthy, J. A. Mytton, J. A. Nolan, P. Sissou, D. G. Williams & L. J. Wright (1990). Review of the Teaching of Medical Ethics in London Medical Schools. [REVIEW] Journal of Medical Ethics 16 (4):206-209.score: 10.0
    The study examined the influence of the Pond Report on the teaching of medical ethics in the London medical schools. A questionnaire was given to both medical students and college officers. All medical colleges reported that ethics was included in the curriculum. However, from students' replies, it seems that attendance of optional courses is low and that not all current final year medical students have had any formal teaching in medical ethics. Stronger guidelines are necessary to ensure appropriate ethical training (...)
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  11. Robbins Burling (2004). Prosody Does Not Equal Language. Behavioral and Brain Sciences 27 (4):509-509.score: 4.0
    Prosody, in motherese as in all forms of language, has a very different form and a very different use than the central lexical, phonological, and syntactic components of language. Whereas the prosodic aspects of motherese probably derive from primate vocalization, this does not help us to understand how the more distinctive parts of language emerged.
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