Search results for 'Simon Au Young' (try it on Scholar)

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  1. Deborah Giaschi, James E. Jan, Bruce Bjornson, Simon Au Young, Matthew Tata, Christopher J. Lyons, William V. Good & Peter K. H. Wong (2003). Conscious Visual Abilities in a Patient with Early Bilateral Occipital Damage. Developmental Medicine and Child Neurology 45 (11):772-781.score: 290.0
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  2. Charles W. Kalish, Sunae Kim & Andrew G. Young (2012). How Young Children Learn From Examples: Descriptive and Inferential Problems. Cognitive Science 36 (8):1427-1448.score: 150.0
    Three experiments with preschool- and young school-aged children (N = 75 and 53) explored the kinds of relations children detect in samples of instances (descriptive problem) and how they generalize those relations to new instances (inferential problem). Each experiment initially presented a perfect biconditional relation between two features (e.g., all and only frogs are blue). Additional examples undermined one of the component conditional relations (not all frogs are blue) but supported another (only frogs are blue). Preschool-aged children did not (...)
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  3. Joshua Simon (2012). Simon Bolívar's Republican Imperialism: Another Ideology of American Revolution. History of Political Thought 33 (2):280-304.score: 150.0
    This article treats the political thought of Simón Bolívar, a leading figure in South America's struggle for independence. It describes Bolívar's ideas by reference to both their broadly Atlantic origins and their specifically American concerns, arguing that they comprise a theory of `republican imperialism', paradoxically proposing an essentially imperial project as a means of winning and consolidating independence from European rule. This basic tension is traced through Bolívar's discussions of revolution, constitutions, and territorial unification, and then used to frame a (...)
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  4. Anthony O. Simon (ed.) (1998). Acquaintance with the Absolute: The Philosophy of Yves R. Simon: Essays and Bibliography. Fordham University Press.score: 150.0
    Acquaintance with the Absolute is the first collected volume of essays devoted to the thought of Yves r. Simon, a thinker widely regarded as one of the great teachers and philosophers of our time. Each piece in this collection of essays thoughtfully complements the others to offer a qualifiedly panoramic look at the work and thought of philosopher Yves R. Simon. The six essays presented not only treat some major areas of Simon’s thought, pointing out their lucidity (...)
     
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  5. Simon N. Young & D. S. Moskowitz (2005). Serotonin and Affiliative Behavior. Behavioral and Brain Sciences 28 (3):367-368.score: 120.0
    The possible role of the neurotransmitter serotonin in human affiliative behavior is under-examined in the review by Depue & Morrone-Strupinsky (D&M-S). This commentary reviews evidence indicating that serotonin not only inhibits aggressive behavior that may be detrimental to affiliative bonds with others in a social group but serotonin also enhances prosocial behaviors that may facilitate ties to the social group.
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  6. H. Simon (2001). On Simulating Simon : His Monomania, and its Sources in Bounded Rationality. Studies in History and Philosophy of Science Part A 32 (3):501-505.score: 120.0
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  7. J. H. Simon (1955). The Budé Cicero Cicéron: Discours. Tome XIII: Au Sénat, Au Peuple, Sur sa Maison. Texte établi et traduit par P. Wuilleumier. (Collection Budé.) Pp. 171 (partly double). Paris: Les Belles Lettres, 1953. Paper. [REVIEW] The Classical Review 5 (01):71-73.score: 120.0
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  8. Paule Simon (1963). The Papers of Yves R. Simon. New Scholasticism 37 (4):501-507.score: 120.0
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  9. H. D. Ellis, A. H. Quaylea, A. W. Young & K. W. de Pauw (1997). Response From Ellis, Young, Quayle and de Pauw. Trends in Cognitive Sciences 1 (5):158.score: 120.0
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  10. Virginia C. Mueller Gathercole, Enlli M. Thomas, Ivan Kennedy, Cynog Prys, Nia Young, Nestor Viñas Guasch, Emily J. Roberts, Emma K. Hughes & Leah Jones (2014). Does Language Dominance Affect Cognitive Performance in Bilinguals? Lifespan Evidence From Preschoolers Through Older Adults on Card Sorting, Simon, and Metalinguistic Tasks. Frontiers in Psychology 5.score: 120.0
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  11. H. M. Kraemer Jr & S. B. Young (2003). When Things Go Wrong: Managing Crisis. A Talk with Harry M. Jansen Kraemer, Jr., and Sally Benjamin Young. Interview by Thomasine Kushner. [REVIEW] Cambridge Quarterly of Healthcare Ethics: Cq: The International Journal of Healthcare Ethics Committees 13 (2):193-199.score: 120.0
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  12. Anthony O. Simon (1975). Bibliographie d'Yves René Simon. Complément (1969-1974). Revue Philosophique de Louvain 73 (18):362-367.score: 120.0
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  13. B. Y. L. Simon (2001). Hippocrate de Cos: De l'Hagiographie au Rejet Et Vice-Versa: De l'Hagiographie au Rejet Et Vice-Versa. Revue de Philosophie Ancienne 19 (2):13-14.score: 120.0
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  14. Anne Simon (2007). Thematic Files-Science, Texts and Contexts. In Honor of Gerard Simon -Interdisciplinarity and Intersubjectivity: Literary Studies and the History of Science. Revue d'Histoire des Sciences 60 (1):9-24.score: 120.0
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  15. Yves R. Simon (1948). Three Lectures by Yves R. Simon Condensed by the Editor. Renascence 1 (1):35-39.score: 120.0
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  16. Bailey K. Young (1985). Michel Colardelle, Sépulture et traditions funéraires du Ve au XIIIe siècle ap. J.-C. dans les campagnes des Alpes françaises du nord (Drôme, Isère, Savoie, Haute-Savoie). With contributions by Claude Olive, Marc R. Sauter, and Luc Buchet; preface by Michel de Bouärd. Grenoble: Société Alpine de Documentation et de Recherche en Archéologie Historique, 1983. Pp. 464; 142 figures. [REVIEW] Speculum 60 (4):956-958.score: 120.0
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  17. Bailey K. Young (1998). Nancy Gauthier and Michel Fixot, Province ecclésiastique de Rouen (Lugdunensis secunda). (Topographie Chrétienne des Cités de la Gaule des Origines au Milieu du VIIIe Siècle, 9.) Paris: De Boccard, 1996. Paper. Pp. 99; maps, plans, and 1 table. [REVIEW] Speculum 73 (4):1140-1141.score: 120.0
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  18. Bailey K. Young (1991). Review: AmericaLe Souvenir des Évêques: Sépultures, Listes Épiscopales Et Culte des Évêques En Italie du Nord, des Origines au Xe Siècle by Jean-Charles Picard. [REVIEW] Speculum 66 (2):460-463.score: 120.0
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  19. Andrew W. Young & John P. Aggleton (1997). Response From Young and Aggleton. Trends in Cognitive Sciences 1 (2):47-48.score: 120.0
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  20. A. W. Young, R. Sprengelmeyer, M. Phillips & A. J. Calder (1997). Response From Young, Sprengelmeyer, Phillips and Calder. Trends in Cognitive Sciences 1 (9):322-325.score: 120.0
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  21. Bailey K. Young (1994). Review: Naissance d'une cité: Laon et le Laonnois du Ve au Xe siècle by Jackie Lusse. [REVIEW] Speculum 69 (3):824-827.score: 120.0
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  22. Alison M. Jaggar (2009). L'Imagination au Pouvoir: Comparing John Rawls's Method of Ideal Theory with Iris Marion Young's Method of Critical Theory. In. In Lisa Tessman (ed.), Feminist Ethics and Social and Political Philosophy: Theorizing the Non-Ideal. Springer. 59--66.score: 36.0
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  23. Hennie Lötter (1999). Rawls, Young, and the Scope of Justice. Theoria 46 (94):90-107.score: 18.0
    What is justice all about? What is the scope of the concept of justice? What issues can legitimately be evaluated in terms of justice? In her book Justice and the Politics of Difference, Iris Marion Young challenges the concept of justice as defined by John Rawls and used by many others in the philosophical debates that responded to Rawls’s, A Theory of Justice (1971). Is Young’s critique on the prevailing use of the concept of justice and contemporary theories (...)
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  24. Helen De Cruz (2013). Is Teaching Children Young Earth Creationism Child Abuse? The Philosophers' Magazine 63:21-23.score: 18.0
    Richard Dawkins has argued on several occasions that bringing up your child religiously is a form of child abuse. According to Dawkins, teaching children about religion is fine (it helps them to understand cultural references, for instance), but indoctrinating children – by which Dawkins means any form of education that teaches religious beliefs as facts – is morally wrong and harmful. Dawkins is not alone: the American theoretical physicist Lawrence Krauss, for instance, recently argued that teaching Young Earth Creationism (...)
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  25. Marco F. H. Schmidt, Hannes Rakoczy & Michael Tomasello (2011). Young Children Attribute Normativity to Novel Actions Without Pedagogy or Normative Language. Developmental Science 14 (3):530-539.score: 18.0
    Young children interpret some acts performed by adults as normatively governed, that is, as capable of being performed either rightly or wrongly. In previous experiments, children have made this interpretation when adults introduced them to novel acts with normative language (e.g. ‘this is the way it goes’), along with pedagogical cues signaling culturally important information, and with social-pragmatic marking that this action is a token of a familiar type. In the current experiment, we exposed children to novel actions with (...)
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  26. Marco F. H. Schmidt & Michael Tomasello (2012). Young Children Enforce Social Norms. Current Directions in Psychological Science 21 (4):232-236.score: 18.0
    Social norms have played a key role in the evolution of human cooperation, serving to stabilize prosocial and egalitarian behavior despite the self-serving motives of individuals. Young children’s behavior mostly conforms to social norms, as they follow adult behavioral directives and instructions. But it turns out that even preschool children also actively enforce social norms on others, often using generic normative language to do so. This behavior is not easily explained by individualistic motives; it is more likely a result (...)
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  27. Jurgen Naets (2010). How to Define a Number? A General Epistemological Account of Simon Stevin's Art of Defining. Topoi 29 (1):77-86.score: 18.0
    This paper explores Simon Stevin’s l’Arithmétique of 1585, where we find a novel understanding of the concept of number. I will discuss the dynamics between his practice and philosophy of mathematics, and put it in the context of his general epistemological attitude. Subsequently, I will take a close look at his justificational concerns, and at how these are reflected in his inductive, a postiori and structuralist approach to investigating the numerical field. I will argue that Stevin’s renewed conceptualisation (...)
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  28. Fenna van Nes (2011). Mathematics Education and Neurosciences: Towards Interdisciplinary Insights Into the Development of Young Children's Mathematical Abilities. Educational Philosophy and Theory 43 (1):75-80.score: 18.0
    The Mathematics Education and Neurosciences project is an interdisciplinary research program that bridges mathematics education research with neuroscientific research. The bidirectional collaboration will provide greater insight into young children's (aged four to six years) mathematical abilities. Specifically, by combining qualitative ‘design research’ with quantitative ‘experimental research’, we aim to come to a more thorough understanding of prerequisites that are involved in the development of early spatial and number sense. The mathematics education researchers are concerned with kindergartner's spatial structuring ability, (...)
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  29. Roberto Cordeschi (1992). A Few Words on Representation and Meaning. Comments on H.A. Simon's Paper on Scientific Discovery. International Studies in the Philosophy of Science 6 (1):19 – 21.score: 18.0
    My aim here is to raise a few questions concerning the problem of representation in scientific discovery computer programs. Representation, as Simon says in his paper, "imposes constraints upon the phenomena that allow the mechanisms to be inferred from the data". The issue is obviously barely outlined by Simon in his paper, while it is addressed in detail in the book by Langley, Simon, Bradshaw and Zytkow (1987), to which I shall refer in this note. Nevertheless, their (...)
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  30. Jérôme Baschet (2007). La distinction des sexes dans l'au-delà médiéval. Clio 2:17-36.score: 18.0
    La distinction des sexes dans l’au-delà médiéval. On s’efforce ici de préciser dans quelle mesure la dualité des sexes, assumée positivement par l’anthropologie augustinienne, trouve une expression spatialisée dans les représentations de l’au-delà, ce monde entièrement ordonné par la justice divine : la distinction des sexes s’exprime-t-elle par une distinction de lieux ? Aux XI-XIIIe siècles, la distinction des sexes n’a guère de place que dans la coupable promiscuité de l’enfer, tandis que le paradis propose une image idéale de la (...)
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  31. Yusuke Moriguchi & Kazuo Hiraki (2013). Prefrontal Cortex and Executive Function in Young Children: A Review of NIRS Studies. [REVIEW] Frontiers in Human Neuroscience 7:867.score: 18.0
    Executive function refers to the higher-order cognitive control process for the attainment of a specific goal. There are several subcomponents of executive function, such as inhibition, cognitive shifting, and working memory. Extensive neuroimaging research in adults has revealed that the lateral prefrontal cortex plays an important role in executive function. Developmental studies have reported behavioral evidence showing that executive function changes significantly during preschool years. However, the neural mechanism of executive function in young children is still unclear. This article (...)
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  32. T. Dolk, B. Hommel, L. S. Colzato, S. Schütz-Bosbach, W. Prinz & R. Liepelt (2010). How "Social" is the Social Simon Effect? Frontiers in Psychology 2:84-84.score: 18.0
    In the standard Simon task, participants carry out spatially defined responses to non-spatial stimulus attributes. Responses are typically faster when stimulus location and response location correspond. This effect disappears when a participant responds to only one of the two stimuli and reappears when another person carries out the other response. This social Simon effect has been considered as providing an index for action co-representation. Here, we investigated whether joint-action effects in a social Simon task involve mechanisms of (...)
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  33. Friederike Schlaghecken Elizabeth Ann Maylor, Kulbir Singh Birak (2011). Inhibitory Motor Control in Old Age: Evidence for De-Automatization? Frontiers in Psychology 2.score: 18.0
    To examine age-related effects on high-level consciously-controlled and low-level automatically-controlled inhibitory processes, the Simon task was combined with the masked prime task in a hybrid procedure. Young and older adults responded to the identity of targets (left/right key-press to left-/right-pointing arrows) that appeared on the left/right of the screen and were preceded by left-/right-pointing backward-masked arrow primes at fixation. Responses were faster and more accurate when the target was congruent with its location than incongruent (Simon effect), and (...)
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  34. Guido P. H. Band Henk van Steenbergen (2013). Pupil Dilation in the Simon Task as a Marker of Conflict Processing. Frontiers in Human Neuroscience 7.score: 18.0
    Cognitive demands in response conflict paradigms trigger negative affect and avoidance behavior. However, not all response conflict studies show increases in physiological indices of emotional arousal, such as pupil diameter. In contrast to earlier null-results, this study shows for the first time that small (about 0.02 mm) conflict-related pupil dilation can be observed in a Simon task when stimuli do not introduce a light reflex. Results show that response-conflict in Simon trials induces both pupil dilation and reaction-time costs. (...)
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  35. Qi Chen Pengfei Wang, Luis J. Fuentes, Ana B. Vivas (2013). Behavioral and Neural Interaction Between Spatial Inhibition of Return and the Simon Effect. Frontiers in Human Neuroscience 7.score: 18.0
    It has been well documented that the anatomically independent attention networks in the human brain interact functionally to achieve goal-directed behaviours. By combining spatial inhibition of return (IOR) which implicates the orienting network with some executive function tasks (e.g., the Stroop and the flanker effects) which implicate the executive network, researchers consistently found that the interference effects are significantly reduced at cued compared to uncued locations, indicating the functional interaction between the two attention networks. However, a unique, but consistent, effect (...)
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  36. Sylvie Rougier-Blanc (2010). Héroïsme au féminin chez Homère. Clio 2:17-38.score: 18.0
    Le mot « héroïne » en grec apparaît assez tardivement dans la littérature comme dans les inscriptions (début du ve s. av. J.-C). Il s’agit de réévaluer l’apport des épopées homériques à la question de la définition d’un héros au féminin. Jusqu’ici, la problématique historique s’était orientée autour de la question de l’attestation chez Homère de cultes héroïques, phénomène particulièrement florissants au viiie s. av. J.-C., souvent associé à la diffusion des poèmes épiques. Une autre approche consistait à chercher dans (...)
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  37. Roberta Sellaro, Barbara Treccani, Sandro Rubichi & Roberto Cubelli (2013). When Co-Action Eliminates the Simon Effect: Disentangling the Impact of Co-Actor's Presence and Task Sharing on Joint-Task Performance. Frontiers in Psychology 4.score: 18.0
    This study aimed at assessing whether the mere belief of performing a task with another person, who is in charge of the complementary part of the task, is sufficient for the so-called joint Simon effect to occur. In all three experiments of the study, participants sat alone in a room and underwent two consecutive Go/NoGo tasks that were identical except for the instructions. In Experiment 1, participants performed the task first individually (baseline task), and then either co-acting with another (...)
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  38. Juan Rosales Sánchez (2013). Simón Rodríguez y su filosofía social. Apuntes Filosóficos 22 (42).score: 18.0
    En este trabajo intentamos un acercamiento a la filosofía social desarrollada por Simón Rodríguez en el conjunto de sus escritos reflexivos sobre la realidad político social hispanoamericana de la primera mitad del siglo XIX. Argumentamos que su examen de los problemas de las repúblicas hispanoamericanas constituyen una investigación crítica en el sentido moderno de este término, esto es, una investigación sobre las condiciones de posibilidad mismas de la comunidad como espacio del buen vivir. En este sentido, su trabajopropone la aplicación (...)
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  39. E. Vlainic, R. Liepelt, L. S. Colzato, W. Prinz & B. Hommel (2009). The Virtual Co-Actor: The Social Simon Effect Does Not Rely on Online Feedback From the Other. Frontiers in Psychology 1:208-208.score: 18.0
    The Social Simon effect (SSE) occurs if two participants share a Simon task by making a Go/No-Go response to one of two stimulus features. If the two participants perform this version of the Simon task together, a Simon effect occurs (i.e., performance is better with spatial stimulus-response correspondence), but no effect is observed if participants perform the task separately. The SSE has been attributed to the automatic co-representation of the co-actor’s actions, which suggests that it relies (...)
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  40. Alia Al-Saji (2005). Review of Iris Marion Young, On Female Body Experience: &Quot;throwing Like a Girl" and Other Essays. [REVIEW] Notre Dame Philosophical Reviews 2005 (10).score: 15.0
  41. Simon Blackburn (2008). Interview - Simon Blackburn. The Philosophers' Magazine 40 (40):38-39.score: 15.0
    Cambridge professor Simon Blackburn is best known to the general public as the author of several books of popular philosophy such as  ink, Being Good andTruth: a Guide for the Perplexed. Academic philosophers also know him as the author of one of the most important books of contemporary moral philosophy, Ruling Passions, and as a former editor of the leading journal Mind.
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  42. Elke Kleinau (2012). Botany and the Taming of Female Passion: Rousseau and Contemporary Educational Concepts of Young Women. [REVIEW] Studies in Philosophy and Education 31 (5):465-476.score: 15.0
    Central in the analyses of women’s and gender studies within the history of education has been Rousseau’s (Emil oder Über die Erziehung, 12th edn. Ferdinand Schöningh, Paderborn 1762) educational novel Emile, especially Book 5, which deals with the education of Sophie, Emilie’s future spouse. Given the lasting interest in the person of Rousseau and his work, it is astonishing that there is a work by him, that has not been a focus of analysis in studies on the history of education, (...)
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  43. Edward R. Floyd (2007). Welcher Weg? A Trajectory Representation of a Quantum Young's Diffraction Experiment. Foundations of Physics 37 (9):1403-1420.score: 15.0
    The double slit problem is idealized by simplifying each slit by a point source. A composite reduced action for the two correlated point sources is developed. Contours of the reduced action, trajectories and loci of transit times are developed in the region near the two point sources. The trajectory through any point in Euclidean 3-space also passes simultaneously through both point sources.
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  44. Nina Johannesen (2013). Overflowing Every Idea of Age, Very Young Children as Educators. Studies in Philosophy and Education 32 (3):285-296.score: 15.0
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  45. Allan Lameira (2009). Hand Posture Effects on Handedness Recognition as Revealed by the Simon Effect. Frontiers in Human Neuroscience 3:59-59.score: 15.0
  46. Gamze Strack, Christian Kaufmann, Stefanie Kehrer, Stephan Brandt & Birgit Stürmer (2013). Anticipatory Regulation of Action Control in a Simon Task: Behavioral, Electrophysiological, and fMRI Correlates. Frontiers in Psychology 4.score: 15.0
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  47. Ayşenur Ataman, Figen Çok & Tülin Şener (2012). Understanding Civic Engagement Among Young Roma and Young Turkish People in Turkey. Human Affairs 22 (3):419-433.score: 15.0
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  48. Kenneth E. Bailey (1976). God is ...: Dialogues on the Nature of God for Young People. Mandate Press.score: 15.0
     
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  49. E. R. Balken & S. Maurer (1934). Variations in Psychological Measurements Associated with Increased Vitamin B Complex Feeding in Young Children. Journal of Experimental Psychology 17 (1):85.score: 15.0
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  50. Fernand Cambon (2012). Le «méta-» et l'«au-delà» chez Freud. Archives de Philosophie 4:597-621.score: 15.0
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