Search results for 'Jacqueline Olds' (try it on Scholar)

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  1. Jacqueline Olds (2002). A Cry Unheard: New Insights Into the Medical Consequences of Loneliness (Review). Perspectives in Biology and Medicine 45 (3):460-463.
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  2.  17
    C. Burnell Olds (1943). Japan Inside Out. Thought: A Journal of Philosophy 18 (1):115-116.
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  3.  9
    David D. Olds (1992). The Physicality of the Sign. Semiotics:166-173.
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  4.  7
    Mason Olds (1991). Realizing Rawls. Teaching Philosophy 14 (3):316-319.
  5. Katherine R. Allison, David Scott Arnold, Brian Hines, Thomas Madden, Mike McElroy, Linda E. Olds, Philip Rubinov Jacobson & Mary Jane Zimmerman (2009). Spheres of Awareness: A Wilberian Integral Approach to Literature, Philosophy, Psychology, and Art. Upa.
    This book moves toward building a new and more comprehensive theory of literature, philosophy, psychology, and art. The extremely popular work of Ken Wilber, unites the best of both western and eastern thought and affirms that the stages of consciousness, more refined than that of the reasoning mind, do exist.
     
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  6.  9
    Huerta de la Luz Ilze Jacqueline, Liga Nuño Natalia, Velázquez Órnelas Oscar, Adolfo Sepúlveda Medina & Biol Víctor Hugo López Benítez (2006). Actividad antimicrobiana del extracto fluido de la planta Gnaphalium SPP (Gordolobo). Episteme 2 (8-9).
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  7.  8
    Linda E. Olds (2013). Systems Patterns and Possibilities. World Futures 69 (4-6):382 - 396.
    (2013). Systems Patterns and Possibilities. World Futures: Vol. 69, The Complexity of Life and Lives of Complexity, pp. 382-396.
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  8.  3
    James L. Olds (2001). How Brains Make Up Their Mind. Complexity 6 (5):23-26.
  9.  3
    Philip Servos & Elizabeth M. Olds (1994). Throwing Out the Neuropsychological Data with the Locality Bathwater? Behavioral and Brain Sciences 17 (1):80.
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  10.  22
    M. E. Olds (1958). Ostension and Analyticity. Philosophy and Phenomenological Research 18 (3):359-367.
  11.  5
    Clifton Olds (forthcoming). Wollheim's Theory of Artist as Spectator: A Complication. Journal of Aesthetic Education.
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  12.  5
    Clifton Olds (1990). Jan Gossaert's "St. Luke Painting the Virgin": A Renaissance Artist's Cultural Literacy. Journal of Aesthetic Education 24 (1):89.
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  13.  12
    D. D. Olds (1992). Consciousness: A Brain-Centered, Informational Approach. Psychoanalytic Inquiry 12:419-44.
  14. James L. Olds (2001). Book and Software Reviews-Inalienable Thoughts. Complexity 6 (5):23-26.
     
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  15.  6
    Glenn Olds (1946). The Personal Category in Ethics. Ethics 56 (4):235-250.
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  16.  2
    Clifton Olds (1986). Teaching Art History in the Eighties: Some Problems and Frustrations. Journal of Aesthetic Education 20 (4):99.
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  17.  2
    James Olds (1953). The Influence of Practice on the Strength of Secondary Approach Drives. Journal of Experimental Psychology 46 (4):232.
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  18.  6
    M. E. Olds (1956). Synonymity: Extensional Isomorphism. Mind 65 (260):473-488.
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  19.  4
    Charles Hartshorne, Ernest Hocking, Amélie Oksenberg Rorty, V. C. Chappell, Robert Whittemore, Glenn A. Olds, Samuel M. Thompson, W. Norris Clarke, Eliseo Vivas & E. S. Salmon (1956). Comments on Stallknecht's Theses. Review of Metaphysics 9 (3):464 - 481.
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  20. Andall Jacqueline & Sarti Raffaella (2004). Le Trasformazioni Del Servizio Domestico in Italia: Un'introduzione (The Transformations of Domestic Work in Italy: An Introduction). Polis 1:5-16.
     
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  21. J. Levinson, N. Batkin, C. Olds & R. Wollheim (1990). Symposium: Wollheim's «Painting as an Art». Journal of Aesthetic Education 24 (2):5-36.
     
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  22. Mason Olds (2013). A Humanist Narrative. Essays in the Philosophy of Humanism 17 (2):1-14.
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  23. Justin M. Olds & Julian N. Marewski (2015). On Theory Integration: Toward Developing Affective Components Within Cognitive Architectures. Behavioral and Brain Sciences 38.
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  24. Linda E. Olds (1998). The Skin Bag. Perspectives in Biology and Medicine 41 (3):446-451.
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  25. Nicholas Maxwell (2005). Philosophy Seminars for Five-Year-Olds,. Learning for Democracy 1 (2):71-77.
    We need a revolution in education, from five year olds onwards, so that exploration of problems is at the heart of the enterprise.
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  26.  39
    Danielle Matthews, Jessica Butcher, Elena Lieven & Michael Tomasello (2012). Two- and Four-Year-Olds Learn to Adapt Referring Expressions to Context: Effects of Distracters and Feedback on Referential Communication. Topics in Cognitive Science 4 (2):184-210.
    Children often refer to things ambiguously but learn not to from responding to clarification requests. We review and explore this learning process here. In Study 1, eighty-four 2- and 4-year-olds were tested for their ability to request stickers from either (a) a small array with one dissimilar distracter or (b) a large array containing similar distracters. When children made ambiguous requests, they received either general feedback or specific questions about which of two options they wanted. With training, children learned (...)
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  27.  28
    Richard Moore, Kristin Liebal & Michael Tomasello (2013). Three-Year-Olds Understand Communicative Intentions Without Language, Gestures, or Gaze. Interaction Studies 14 (1):62-80.
    The communicative interactions of very young children almost always involve language (based on conventions), gesture (based on bodily deixis or iconicity) and directed gaze. In this study, ninety-six children (3;0 years) were asked to determine the location of a hidden toy by understanding a communicative act that contained none of these familiar means. A light-and-sound mechanism placed behind the hiding place and illuminated by a centrally placed switch was used to indicate the location of the toy. After a communicative training (...)
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  28.  3
    G. Huntley-Fenner (2001). ''Children's Understanding of Number is Similar to Adults' and Rats': Numerical Estimation by 5--7-Year-Olds. Cognition 78 (3):27-40.
    Adult number representations can belong to either of two types. One is discrete, language-specific, and culturally-derived; the other is analog and language-independent. Quantitative evidence is presented to demonstrate that analog number representations are adult-like in young children. Five- to 7-year-olds accurately estimated rapidly presented groups of 5--11 items. Groups were presented in random order and random arrangements controlling for overall area. Children's data were qualitatively, and to some degree quantitatively, similar to adult data with one exception: the ratio of (...)
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  29.  10
    Ann Frisén, Kristina Holmqvist & Daniel Oscarsson (2008). 13‐Year‐Olds' Perception of Bullying: Definitions, Reasons for Victimisation and Experience of Adults' Response. Educational Studies 34 (2):105-117.
    This study formed the second wave of a longitudinal research project examining bullying from the students? perspective. A sample of 877 Swedish 13?year?olds filled out a questionnaire regarding the definition of bullying, reasons for why some students are bullied and the experience of adults? response to bullying. In their definitions, girls were more likely than boys to include the victims? experience of bullying, whereas boys were more likely than girls to mention bullying as an imbalance of power and a (...)
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  30. Ellen Claes, Marc Hooghe & Tim Reeskens (2009). Truancy as a Contextual and School‐Related Problem: A Comparative Multilevel Analysis of Country and School Characteristics on Civic Knowledge Among 14 Year Olds. Educational Studies 35 (2):123-142.
    In recent years, various governments and education agencies have developed stricter policies to reduce truancy levels, mainly based on the argument that truancy is associated with risk behaviour, crime and substance abuse. In this article, we use a large, 28‐nation comparative survey among 14 year olds to detect general patterns in consequences and causes of truancy by using multilevel analysis differentiating between the individual, school and country levels. The analysis shows that schools can have a major impact on truancy (...)
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  31.  7
    Jacqueline Jenkins (1995). cThis Lyf En Englyssh Tunge': Translation Anxiety in Late Medieval Lives of St Katherine Jacqueline Jenkins. Speculum 70:822-64.
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  32.  9
    Nicole Edelman (1998). Jacqueline CARROY, Nathalie RICHARD (sous la dir.), La découverte et ses récits en sciences humaines, Paris, L'Harmattan, 1998, 318 p. [REVIEW] Clio 2:27-27.
    Ont contribué au volume : David Allen, Gabriel Bergounioux, Claude Blanckaert, Jacqueline Carroy, Jean François Chiantarretto, Françoise Couchard, Gérard Lagneau, Sophie-Anne Leterrier, Laurent Muchielli, Jean Yves Pautrat, Paule Petitier, Jacques Postel, Jacques Rancière, Marc Renneville, Nathalie Richard et Geneviève Vermès. A priori, loin de la problématique des relations entre les sexes, ce recueil de textes issu d'un colloque organisé par la Société française pour l'histoire des s..
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  33.  5
    Jacqueline Picoche (2006). La Professeure Jacqueline a Rectifié Son Orthographe. Revue Belge de Philologie Et D’Histoire 84 (3):607-627.
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  34.  3
    Bruce Carrington, Becky Francis, Merryn Hutchings, Christine Skelton, Barbara Read & Ian Hall (2007). Does the Gender of the Teacher Really Matter? Seven‐ to Eight‐Year‐Olds' Accounts of Their Interactions with Their Teachers. Educational Studies 33 (4):397-413.
    In recent years, policy?makers in England, Australia and other countries have called for measures to increase male recruitment to the teaching profession, particularly to the primary sector. This policy of targeted recruitment is predicated upon a number of unexamined assumptions about the benefits of matching teachers and pupils by gender. For example, it is held that the dearth of male ?role models? in schools continues to have an adverse effect on boys? academic motivation and engagement. Utilizing data from interviews with (...)
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  35.  2
    Theo Cox (2006). The Educational Attitudes and Views About School of a Sample of Disadvantaged Fifteen‐Year‐Olds. Educational Studies 9 (2):69-79.
    (1983). The Educational Attitudes and Views about School of a Sample of Disadvantaged Fifteen‐year‐olds. Educational Studies: Vol. 9, No. 2, pp. 69-79.
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  36. Jacqueline Carlon (2016). Selected Letters From Pliny the Younger's Epistulae: Commentary by Jacqueline Carlon. Oxford University Press Usa.
    This anthology offers a comprehensive introduction to Pliny the Younger's Epistulae for intermediate and advanced Latin students, with the grammatical, lexical, and historical support to enable them to read quickly and fluidly. As the only selection of the letters with extensive commentary, it provides instructors with a unique and complete resource for students.ABOUT THE SERIESThe Oxford Greek and Latin College Commentaries is designed for students in intermediate or advanced Greek or Latin. Each volume includes a comprehensive introduction. The placement, on (...)
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  37. Andrea Frick, Wenke Mã¶Hring & Nora S. Newcombe (2014). Picturing Perspectives: Development of Perspective-Taking Abilities in 4- to 8-Year-Olds. Frontiers in Psychology 5.
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  38. Graeme S. Halford & Glenda Andrews (2014). Three-Year-Olds' Theories of Mind Are Symbolic but of Low Complexity. Frontiers in Psychology 5.
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  39.  11
    Peter R. Blake & Katherine McAuliffe (2011). “I Had so Much It Didn’T Seem Fair”: Eight-Year-Olds Reject Two Forms of Inequity. Cognition 120 (2):215-224.
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  40.  7
    Rebecca L. Gomez & LouAnn Gerken (1999). Artificial Grammar Learning by 1-Year-Olds Leads to Specific and Abstract Knowledge. Cognition 70 (2):109-135.
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  41. Joseph A. Hedger & William V. Fabricius (2011). True Belief Belies False Belief: Recent Findings of Competence in Infants and Limitations in 5-Year-Olds, and Implications for Theory of Mind Development. Review of Philosophy and Psychology 2 (3):429-447.
    False belief tasks have enjoyed a monopoly in the research on children?s development of a theory of mind. They have been granted this status because they promise to deliver an unambiguous assessment of children?s understanding of the representational nature of mental states. Their poor cousins, true belief tasks, have been relegated to occasional service as control tasks. That this is their only role has been due to the universal assumption that correct answers on true belief tasks are inherently ambiguous regarding (...)
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  42.  13
    Ulf Liszkowski, Malinda Carpenter & Michael Tomasello (2008). Twelve-Month-Olds Communicate Helpfully and Appropriately for Knowledgeable and Ignorant Partners. Cognition 108 (3):732-739.
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  43. Kenton Kroker (2009). Book Review: Archives of the Imaginary Alfred Maury, Érudit Et Rêveur: Les Sciences de l'Homme au Milieu du XIXe Siècle [Alfred Maury, Scholar and Dreamer: The Sciences of Man During the Mid-Nineteenth Century], Sous le Direction de Jacqueline Carroy Et Nathalie Richard. Rennes: Presses Universitaires de Rennes, 2007. ISBN 978—2-7535—0515—5. 204 Pp. 18. [REVIEW] History of the Human Sciences 22 (3):101-103.
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  44.  4
    Nathan Sasser (2016). Jacqueline A. Taylor, Reflecting Subjects: Passion, Sympathy, and Society in Hume's Philosophy. Journal of Scottish Philosophy 14 (2):183-187.
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  45.  7
    S. Arunachalam & S. R. Waxman (2010). Meaning From Syntax: Evidence From 2-Year-Olds. Cognition 114 (3):442-446.
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  46.  2
    Clark Glymour, Alison Gopnik, David M. Sobel & Laura E. Schulz, Causal Learning Mechanisms in Very Young Children: Two-, Three-, and Four-Year-Olds Infer Causal Relations From Patterns of Variation and Covariation.
  47.  11
    H. Henny Yeung & Janet F. Werker (2009). Learning Words’ Sounds Before Learning How Words Sound: 9-Month-Olds Use Distinct Objects as Cues to Categorize Speech Information. Cognition 113 (2):234-243.
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  48.  9
    Melissa Allen Preissler & Paul Bloom (2008). Two-Year-Olds Use Artist Intention to Understand Drawings. Cognition 106 (1):512-518.
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  49. Osman Skjold Kingo, Søren Risløv Staugaard & Peter Krøjgaard (2014). Three-Year-Olds’ Memory for a Person Met Only Once at the Age of 12months: Very Long-Term Memory Revealed by a Late-Manifesting Novelty Preference. Consciousness and Cognition 24:49-56.
  50.  4
    Michel Gonzalez & Vittorio Girotto (2011). Combinatorics and Probability: Six- to ten-Year-Olds Reliably Predict Whether a Relation Will Occur. Cognition 120 (3):372-379.
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