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Michael Lewis [34]M. M. Lewis [15]M. Lewis [14]Marc D. Lewis [11]
Meirlys Lewis [10]Mark Lewis [8]Michael B. Lewis [7]Marion Q. Lewis [4]

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See also:
Profile: Mellesia Lewis (University of the West Indies, Mona)
Profile: Marshall Lewis (University of Otago)
Profile: Marcel Lewis
Profile: Merric Lewis (Deakin University)
Profile: Malcolm Lewis (University of Otago)
Profile: Max Lewis (Brandeis University)
Profile: Manukau Lewis
Profile: Max Lewis (University of Pennsylvania)
Profile: Mark Lewis (Human Thriving Institute)
  1.  8
    M. Lewis & J. Havil (eds.) (1999). Handbook of Emotions. Guilford Press.
    Now in a thoroughly revised and expanded third edition, this authoritative Handbook reviews current knowledge about all aspects of emotion and its role in human ...
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  2. Marc D. Lewis (2005). Bridging Emotion Theory and Neurobiology Through Dynamic Systems Modeling. Behavioral and Brain Sciences 28 (2):169-194.
    Efforts to bridge emotion theory with neurobiology can be facilitated by dynamic systems (DS) modeling. DS principles stipulate higher-order wholes emerging from lower-order constituents through bidirectional causal processes cognition relations. I then present a psychological model based on this reconceptualization, identifying trigger, self-amplification, and self-stabilization phases of emotion-appraisal states, leading to consolidating traits. The article goes on to describe neural structures and functions involved in appraisal and emotion, as well as DS mechanisms of integration by which they interact. These mechanisms (...)
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  3. James A. Russell, Erika L. Rosenberg & Marc D. Lewis (2011). Introduction to a Special Section on Basic Emotion Theory. Emotion Review 3 (4):363-363.
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  4.  5
    Hadyn D. Ellis & Michael B. Lewis (2001). Capgras Delusion: A Window on Face Recognition. Trends in Cognitive Sciences 5 (4):149-156.
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  5.  9
    Michelene T. H. Chi, Miriam Bassok, Matthew W. Lewis, Peter Reimann & Robert Glaser (1989). Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems. Cognitive Science 13 (2):145-182.
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  6. Michael Lewis (2011). Problems in the Study of Infant Emotional Development. Emotion Review 3 (2):131-137.
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  7. Paul R. Gross, N. Levitt & Martin W. Lewis (eds.) (1996). The Flight From Science and Reason. The New York Academy of Sciences.
  8.  40
    Malcolm Lewis & John Farnsworth (forthcoming). Problematising Levinasian Ethics in the Context of Complex Organizational Behaviour: The Case of Telecom New Zealand. Levinas, Business Ethics.
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  9.  2
    Kay Stevenson, Martyn Lewis & Elaine Hay (2006). Does Physiotherapy Management of Low Back Pain Change as a Result of an Evidence‐Based Educational Programme? Journal of Evaluation in Clinical Practice 12 (3):365-375.
    RATIONALE: The concept of evidence-based medicine is important in providing efficient health care. The process uses research findings as the basis for clinical decision making. Evidence-based practice helps optimize current health care and enables the practitioners to be suitably accountable for the interventions they provide. Little work has been undertaken to examine how allied health professionals change their clinical practice in light of the latest evidence. The use of opinion leaders to disseminate new evidence around the management of low back (...)
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  10.  2
    Kay Stevenson, Martyn Lewis & Elaine Hay (2004). Do Physiotherapists' Attitudes Towards Evidence‐Based Practice Change as a Result of an Evidence‐Based Educational Programme? Journal of Evaluation in Clinical Practice 10 (2):207-217.
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  11.  76
    Mark Edward Lewis (2003). Custom and Human Nature in Early China. Philosophy East and West 53 (3):308-322.
    : Here it is demonstrated how, in the early ru philosophical discussions of human nature and the pivotal role of education, the concept of "custom" came to play a crucial role. This concept became the standard rubric for all defective education or upbringing. Custom was defective because it was partial, tied to the character of place, and dominated by the attraction of material objects. This contrasted with the "classicist" education of the ru that was all-encompassing, grounded in the refined culture (...)
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  12.  3
    Michael Lewis (2011). The Origins and Uses of Self-Awarenesss or the Mental Representation of Me. Consciousness and Cognition 20 (1):120-129.
    This paper explores the meaning and the development of consciousness in the human child. The idea of a self is made up of at least two major aspects. These can be referred to as the machinery of the self and the mental state of the idea of “me”. The machinery of the self involves all unconscious, unreferenced action of the body, including its physiology and its processing of information that in turn includes cognitions and emotional states, which are unavailable to (...)
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  13.  6
    Marc D. Lewis & Zhong-xu Liu (2011). Three Time Scales of Neural Self-Organization Underlying Basic and Nonbasic Emotions. Emotion Review 3 (4):416-423.
    Our model integrates the nativist assumption of prespecified neural structures underpinning basic emotions with the constructionist view that emotions are assembled from psychological constituents. From a dynamic systems perspective, the nervous system self-organizes in different ways at different time scales, in relation to functions served by emotions. At the evolutionary scale, brain parts and their connections are specified by selective pressures. At the scale of development, connectivity is revised through synaptic shaping. At the scale of real time, temporary networks of (...)
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  14. Michael Lewis (2003). The Role of the Self in Shame. Social Research: An International Quarterly 70 (4):1181-1204.
     
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  15.  10
    Michael B. Lewis, Simon Gerhand & Hadyn D. Ellis (2001). Re-Evaluating Age-of-Acquisition Effects: Are They Simply Cumulative-Frequency Effects? Cognition 78 (2):189-205.
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  16.  97
    Mark Lewis & Jeannette Haviland-Jones, Emotions as Modes of Cognition.
    I. Introduction. II. Ratiocination vs. Cognition. III. Emotions as Modes of Cognition. IV. Four Competing Proposals. V. The Impact of Emotion on Cognition. VI. The Kinematics of Ratiocination. VII. Competing Cognitive Theories. VIII. Why think Emotions are Beliefs? IX. The Intentionality of Emotions. X. The Kinematics of Emotions. XI. A Unified Account of the Emotions. XII. The Rationality of Emotions.
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  17.  6
    Michael B. Lewis (1999). Age of Acquisition in Face Categorisation: Is There an Instance-Based Account? Cognition 71 (1):B23-B39.
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  18.  8
    Michael Lewis (2005). Shared Intentions Without a Self. Behavioral and Brain Sciences 28 (5):707-708.
    Shared knowledge of intentionality as well as shared knowledge of anything depends on the organism's understanding of itself, others, and the possible relations between self and other. This understanding involves mental representations of me, which emerges in the second half of the second year in the human infant, and it is this ability that gives rise to humanlike social understanding and complex self-conscious emotions.
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  19.  53
    Marc D. Lewis & Rebecca M. Todd (2005). Getting Emotional - a Neural Perspective on Emotion, Intention, and Consciousness. Journal of Consciousness Studies 12 (8-10):210-235.
    Intentions and emotions arise together, and emotions compel us to pursue goals. However, it is not clear when emotions become objects of awareness, how emotional awareness changes with goal pursuit, or how psychological and neural processes mediate such change. We first review a psychological model of emotional episodes and propose that goal obstruction extends the duration of these episodes while increasing cognitive complexity and emotional intensity. We suggest that attention is initially focused on action plans and their obstruction, and only (...)
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  20. Michael Lewis (2003). The Development of Self-Consciousness. In Johannes Roessler & Naomi Eilan (eds.), Agency and Self-Awareness: Issues in Philosophy and Psychology. Oxford University Press
  21.  3
    Marc D. Lewis (1996). Self-Organising Cognitive Appraisals. Cognition and Emotion 10 (1):1-26.
  22.  27
    Michael Lewis (2005). Indian Science for Indian Tigers?: Conservation Biology and the Question of Cultural Values. [REVIEW] Journal of the History of Biology 38 (2):185 - 207.
    The implementation of Project Tiger in India, 1973-1974, was justly hailed as a triumph of international environmental advocacy. It occurred as a growing number of conservation-oriented biologists were beginning to argue forcefully for scientifically managed conservation of species and ecosystems -- the same scientists who would, by the mid-1980s, call themselves conservation biologists. Although India accepted international funds to implement Project Tiger, it strictly limited research posts to Government of India Foresters, against the protests of Indian and US biologists who (...)
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  23.  4
    Mark Edward Lewis (2005). The Construction of Space in Early China. State University of New York Press.
    This book examines the formation of the Chinese empire through its reorganization and reinterpretation of its basic spatial units: the human body, the household ...
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  24.  17
    M. Lewis (1997). The Self in Self-Conscious Emotions. In James G. Snodgrass & R. Thompson (eds.), The Self Across Psychology: Self-Recognition, Self-Awareness, and the Self Concept. New York Academy of Sciences
  25. M. Lewis (1994). Myself and Me. In S. T. Parker, R. Mitchell & M. L. Boccia (eds.), Self-Awareness in Animals and Humans: Developmental Perspectives. Cambridge University Press
     
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  26. M. Lewis (1991). Ways of Knowing: Objective Self-Awareness or Consciousness. Developmental Review 11:231-43.
  27. Henri Bergson, Robin Durie, Leon Jacobson & Mark Lewis (1999). Duration and Simultaneity Bergson and the Einsteinian Universe. Monograph Collection (Matt - Pseudo).
     
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  28.  33
    Peter J. Hills, Magda A. Werno & Michael B. Lewis (2011). Sad People Are More Accurate at Face Recognition Than Happy People. Consciousness and Cognition 20 (4):1502-1517.
    Mood has varied effects on cognitive performance including the accuracy of face recognition . Three experiments are presented here that explored face recognition abilities in mood-induced participants. Experiment 1 demonstrated that happy-induced participants are less accurate and have a more conservative response bias than sad-induced participants in a face recognition task. Using a remember/know/guess procedure, Experiment 2 showed that sad-induced participants had more conscious recollections of faces than happy-induced participants. Additionally, sad-induced participants could recognise all faces accurately, whereas, happy- and (...)
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  29.  14
    Michael Lewis (2001). Empathy Requires the Development of the Self. Behavioral and Brain Sciences 25 (1):42-42.
    Two major problems exist in studying development: Similar behaviors do not need to reflect the same underlying process, different behaviors can reflect the same process; earlier behaviors do not necessarily lead to later behaviors. Empathy, rather than social contagion, is supported by different processes; contagion supported by prewired species behavior, empathy by cognitions, in particular, the cognitions about the self – a meta-representation.
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  30.  37
    Meirlys Lewis (1980). Hintikka on Cubism. British Journal of Aesthetics 20 (1):44-53.
    An examination of the criteria implied in claims about the realism of cubism, Typified by those of hintikka in "concept as vision". It is argued that his analysis of cubism is inadequate and incoherent and that the artistic component of his attempted analogy between cubism and husserlian phenomenology is distorted and ineffective. For the realism of cubist preoccupation is to be understood, Not merely as a departure from so-Called illusionistic painting, But in terms of new pictorial techniques and emphases: in (...)
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  31. M. Lewis (1990). Self-Knowledge and Social Development in Early Life. In L. Pervin (ed.), Handbook of Personality: Theory and Research. Guilford Press 277--300.
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  32. David S. Bennett, Margaret Bendersky & Michael Lewis (2005). Antecedents of Emotion Knowledge: Predictors of Individual Differences in Young Children. Cognition and Emotion 19 (3):375-396.
  33. Michael Lewis (2005). Origins of the Self-Conscious Child. In Crozier, W. Ray (Ed); Alden, Lynn E. (Ed). (2005). The Essential Handbook of Social Anxiety for Clinicians. (Pp. 81-98). New York, Ny, Us.
     
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  34.  2
    Yehuda Baruch & Mark Lewis (1995). An Ethics Case in Point: MacLine - the Commercial Value of Ethical Management. Business Ethics: A European Review 4 (4):236-239.
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  35.  17
    M. Lewis (1990). The Development of Intentionality and the Role of Consciousness. Psychological Inquiry 1:231-247.
  36.  1
    Marc D. Lewis & Isabela Granic (1999). Self‐Organization of Cognition‐Emotion Interactions. In Tim Dalgleish & M. J. Powers (eds.), Handbook of Cognition and Emotion. Wiley 683--701.
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  37.  14
    Meirlys Lewis (1980). On Forgiveness. Philosophical Quarterly 30 (120):236-245.
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  38. Michael B. Lewis (1999). Are Age-of-Acquisition Effects Cumulative-Frequency Effects in Disguise? A Reply to Moore, Valentine and Turner (1999). Cognition 72 (311):311-316.
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  39.  24
    Michael Lewis (2002). Altruism is Never Self-Sacrifice. Behavioral and Brain Sciences 25 (2):268-268.
    Altruism by definition involves the self's evaluation of costs and benefits of an act of the self, which must include cost to the self and benefits to the other. Reinforcement value to the self of such acts is greater than the costs to the self. Without consideration of a self-system of evaluation, there is little meaning to altruistic acts.
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  40.  7
    Maureen Lewis & David Wray (2001). Implementing Effective Literacy Initiatives in the Secondary School. Educational Studies 27 (1):45-54.
    Concerns about literacy are currently high on the political agenda in the UK. With the National Literacy Strategy now in place in primary schools, attention is being focused upon how pupils in secondary schools can be supported in continuing to develop their literacy skills. In this article we will briefly consider the current state of literacy within secondary schools and the different curriculum elements that need to be part of a secondary literacy initiative. We examine the key factors, identified through (...)
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  41.  6
    Martin W. Lewis, Paul R. Gross & Norman Levitt (1998). Authors' Responses. Metascience 7 (1):39-51.
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  42.  5
    M. Lewis & H. Ellis (2001). A Two-Way Window on Face recognitionReply to Breen Et Al. Trends in Cognitive Sciences 5 (6):235-235.
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  43.  18
    Marc D. Lewis (2005). An Emerging Dialogue Among Social Scientists and Neuroscientists on the Causal Bases of Emotion. Behavioral and Brain Sciences 28 (2):223-234.
    The target article developed a dynamic systems framework that viewed the causal basis of emotion as a self-organizing process giving rise to cognitive appraisal concurrently. Commentators on the article evaluated this framework and the principles and mechanisms it incorporated. They also suggested additional principles, mechanisms, modeling strategies, and phenomena related to emotion and appraisal, in place of or extending from those already proposed. There was general agreement that nonlinear causal processes are fundamental to the psychology and neurobiology of emotion.
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  44.  6
    Michael Lewis (2007). Individuation in Levinas and Heidegger. Philosophy Today 51 (2):198-215.
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  45.  12
    Meirlys Lewis (1988). Metaphor By David E. Cooper Oxford: Basil Blackwell, 1986, 282 Pp., £25.00. [REVIEW] Philosophy 63 (243):129-.
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  46.  2
    A. V. Judges, William Boyd, M. M. Lewis, E. W. Hughes, A. H. Surman & Idwal Jones (1952). Notes and News. British Journal of Educational Studies 1 (1):67-78.
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  47.  5
    Michael Lewis (1978). Social Knowledge and Mental Acts. Behavioral and Brain Sciences 1 (4):580.
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  48.  4
    Michael Lewis (2006). Margins of Disorder: New Liberalism and the Crisis of European Consciousness. Contemporary Political Theory 5 (4):500-502.
  49.  4
    Michael Lewis (1982). Play as Whimsy. Behavioral and Brain Sciences 5 (1):166.
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  50.  1
    Marion Q. Lewis (1971). Categorized Lists and Cued Recall. Journal of Experimental Psychology 87 (1):129.
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