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  1. The Meaning of Meaning in Biology and Cognitive Science: A Semiotic Reconstruction.Göran Sonesson - 2006 - Sign Systems Studies 34 (1):135-211.
    The present essay aims at integrating different concepts of meaning developed in semiotics, biology, and cognitive science, in a way that permits the formulation of issues involving evolution and development. The concept of sign in semiotics, just like the notion of representation in cognitive science, have either been used too broadly, or outright rejected. My earlier work on the notions of iconicity and pictoriality has forced me to spell out the taken-forgranted meaning of the sign concept, both in the Saussurean (...)
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  • The Realm of Continued Emergence: The Semiotics of George Herbert Mead and its Implications to Biosemiotics, Semiotic Matrix Theory, and Ecological Ethics.Jorge Conesa Sevilla - 2005 - Sign Systems Studies 33 (1):27-50.
    This examination of the often-inaccessible work and semiotics of George Herbert Mead focuses first on his pivotal ideas of Sociality, Consciousness, and Communication. Mead’s insight of sociality as forced relatedness, or forced semiosis, appearing early in evolution, or appearing in simple systems, guarantees him a foundational place among biosemioticians. These ideas are Mead’s exemplar description of multiple referentiality afforded to social organisms, thus enabling passing from one umwelt to another, with relative ease. Although Mead’s comprehensive semiosis is basically sound, and (...)
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  • Radical Constructivism and its Failings: Anti‐Realism and Individualism.Mark Olssen - 1996 - British Journal of Educational Studies 44 (3):275-295.
    Radical constructivism has had a major influence on present-day education, especially in the teaching of science and mathematics. The article provides an epistemological profile of constructivism and considers its strengths and weaknesses from the standpoint of its educational implications. It is argued that there are two central problems with constructivism: anti- realism and individualism which, in turn, lead to difficulties associated with idealism and relativism which, together, prove fatal for the theory.
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  • The Unbounded and Social Mind: Dewey on the Locus of Mind.Makota Kureha - 2016 - Essays in Philosophy 17 (2):125-155.
    In the recent debate concerning the boundary of mind, the extended mind thesis (EMT), which states that our mind and cognition are extended into the environment, is influential as an antithesis to the internalist view, according to which mind and cognition are in the head. However, EMT has some serious difficulties. On the contrary to its proponents’ claim, EMT contributes neither to demystifying the mind, nor to promoting our understanding of cognition. Moreover, it leads to an extreme kind of individualism (...)
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  • Intentionality, Mind and Folk Psychology.Winand H. Dittrich & Stephen E. G. Lea - 1993 - Behavioral and Brain Sciences 16 (1):39-41.
    The comment addresses central issues of a "theory theory" approach as exemplified in Gopnik' and Goldman's BBS-articles. Gopnik, on the one hand, tries to demonstrate that empirical evidence from developmental psychology supports the view of a "theory theory" in which common sense beliefs are constructed to explain ourselves and others. Focusing the informational processing routes possibly involved we would like to argue that his main thesis (e.g. idea of intentionality as a cognitive construct) lacks support at least for two reasons: (...)
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  • Valence, Form, and Content of Self-Talk Predict Sport Type and Level of Performance.Johanne Nedergaard, Mark Schram Christensen & Mikkel Wallentin - 2021 - Consciousness and Cognition 89:103102.
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  • A Sketch for a Levinasian Theory of Action.Martin Gak - 2012 - International Journal of Philosophical Studies 20 (3):421-435.
    Abstract This paper sketches a Levinasian theory of action. It has often been pointed out that Levinas' ethics are incapable of providing principles of adjudication for guiding actions. However, a much more profound problem affects Levinas' metaphysical ethics and negates the possibility of adjudication and that is a patent lack of freedom from the yoke of the ethical. If ?ethics is primordial? indeed, then no act can be unethical in that there is no alternative possibility to the acceptance and performance (...)
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  • Identity and Morality: Cultivating Persons in the Asia-Pacific Region.Laurance J. Splitter - 2017 - Journal of Moral Education 46 (1):12-23.
    This article defends a view of personhood based on regarding oneself as ‘one among others’. This relational conception stands in contrast to Western and Eastern stereotypes of the free-standing individual who sees himself in competition with other individuals, and the collectivist individual who sees himself as part of a larger political, religious, cultural or ideological grouping, respectively. The article criticises the status often assigned to such collectives due to confusion over the concept of identity. It appeals instead to the ordinary (...)
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  • Vygotsky From ZPD to ZCD in Moral Education: Reshaping Western Theory and Practices in Local Context.Vishalache Balakrishnan & Lise Bird Claiborne - 2012 - Journal of Moral Education 41 (2):225-243.
    This article explores Vygotsky?s concept of the Zone of Proximal Development (ZPD) in the Malaysian context to support local reform of the Moral Education (ME) classroom. Small groups of students in three different types of school were involved in a participant action research (PAR) project. Such classrooms in Malaysia bring together students from various ethnicities aligned with Hindu, Confucian and Christian beliefs and understandings. Using the Malaysian multicultural ME classroom as a case study, we offer some examples of group conversations (...)
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  • Toward an Epistemology of the Hand.Svend Brinkmann & Lene Tanggaard - 2010 - Studies in Philosophy and Education 29 (3):243-257.
    Western philosophy has been greatly influenced by visual metaphors. Knowing something has commonly, yet implicitly, been conceptualized as seeing something clearly, learning has been framed as being visually exposed to something, and the mind has been understood as a ‘mirror of nature'. A whole ‘epistemology of the eye' has been at work, which has had significant practical implications, not least in educational contexts. One way to characterize John Dewey's pragmatism is to see it as an attempt to replace the epistemology (...)
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  • To Create Psychology’s Own Capital.Mohamed Elhammoumi - 2002 - Journal for the Theory of Social Behaviour 32 (1):89–104.
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  • Reflexive Positioning and Culture.Siu-lan Tan & Fathali M. Moghaddam - 1995 - Journal for the Theory of Social Behaviour 25 (4):387-400.
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  • Situated Cognition, Dynamic Systems, and Art: On Artistic Creativity and Aesthetic Experience.Ingar Brinck - 2007 - Janus Head 9 (2):407-431.
    It is argued that the theory of situated cognition together with dynamic systems theory can explain the core of artistic practice and aesthetic experience, and furthermore paves the way for an account of how artist and audience can meet via the artist’s work. The production and consumption of art is an embodied practice, firmly based in perception and action, and supported by features of the local, agent-centered and global, socio-cultural contexts. Artistic creativity and aesthetic experience equally result from the dynamic (...)
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  • An Interactivist-Constructivist Approach to Intelligence: Self-Directed Anticipative Learning.Wayne D. Christensen & Clifford A. Hooker - 2000 - Philosophical Psychology 13 (1):5 – 45.
    This paper outlines an original interactivist-constructivist approach to modelling intelligence and learning as a dynamical embodied form of adaptiveness and explores some applications of I-C to understanding the way cognitive learning is realized in the brain. Two key ideas for conceptualizing intelligence within this framework are developed. These are: intelligence is centrally concerned with the capacity for coherent, context-sensitive, self-directed management of interaction; and the primary model for cognitive learning is anticipative skill construction. Self-directedness is a capacity for integrative process (...)
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  • How We Know Our Minds: The Illusion of First-Person Knowledge of Intentionality.Alison Gopnik - 1993 - Behavioral and Brain Sciences 16 (1):1-14.
  • The Psychology of Folk Psychology.Alvin I. Goldman - 1993 - Behavioral and Brain Sciences 16 (1):15-28.
    The central mission of cognitive science is to reveal the real nature of the mind, however familiar or foreign that nature may be to naive preconceptions. The existence of naive conceptions is also important, however. Prescientific thought and language contain concepts of the mental, and these concepts deserve attention from cognitive science. Just as scientific psychology studies folk physics (McCloskey 1983, Hayes 1985), viz., the common understanding (or misunderstanding) of physical phenomena, so it must study folk psychology, the common understanding (...)
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  • Husserlian Horizons, Cognitive Affordances and Motivating Reasons for Action.Marta Jorba - 2020 - Phenomenology and the Cognitive Sciences (5):1-22.
    According to Husserl’s phenomenology, the intentional horizon is a general structure of experience. However, its characterisation beyond perceptual experience has not been explored yet. This paper aims, first, to fill this gap by arguing that there is a viable notion of cognitive horizon that presents features that are analogous to features of the perceptual horizon. Secondly, it proposes to characterise a specific structure of the cognitive horizon—that which presents possibilities for action—as a cognitive affordance. Cognitive affordances present cognitive elements as (...)
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  • ‘I Interact Therefore I Am’: The Self as a Historical Product of Dialectical Attunement.Dimitris Bolis & Leonhard Schilbach - 2020 - Topoi 39 (3):521-534.
    In this article, moving from being to becoming, we construe the ‘self’ as a dynamic process rather than as a static entity. To this end we draw on dialectics and Bayesian accounts of cognition. The former allows us to holistically consider the ‘self’ as the interplay between internalization and externalization and the latter to operationalize our suggestion formally. Internalization is considered here as the co-construction of bodily hierarchical models of the world and the organism, while externalization is taken as the (...)
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  • The Siren Song of Substantivalism.Rom Harré - 2009 - Journal for the Theory of Social Behaviour 39 (4):466-473.
    The defence of a process philosophy as the metaphysics for the foundation of social psychology is part of a general defence of scientific realism. Realists, be they classical or neo critical realists hope to construct a dual level science—a phenomenal level resting on a transcendent level required to account for the order and stability to be found in the unfolding of the phenomena. Also required is a driving force or agency. Discursive psychologists argue for a social ontology in which meanings (...)
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  • Modes of Executive Control in Sequence Learning: From Stimulus-Based to Plan-Based Control.Elisabet Tubau, Bernhard Hommel & Joan López-Moliner - 2007 - Journal of Experimental Psychology: General 136 (1):43-63.
  • The Origin of Folk Psychological Concepts 1.David Ohreen - 2006 - Facta Philosophica 8 (1-2):41-51.
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  • The Origins of Folk Psychological Concepts.David E. Ohreen - 2006 - Facta Philosophica 8 (1/2):41-51.
  • Explaining Intentions: Critical Review of Explaining Behaviour. [REVIEW]Grant Gillett - 1993 - British Journal for the Philosophy of Science 44 (1):157-165.
  • Philosophy and Childhood.Tim Sprod - 2014 - Journal of Philosophy in Schools 1 (1):147-156.
    The following paper was written in 1999, as the opening speech at the Hobart FAPCA National Conference. I was, at the time, Chair of FAPCA. The keynote speaker at the conference was Professor Gareth Matthews from the University of Massachusetts at Amherst, and author of, among other books, The Philosophy of Childhood. As the paper was written as a speech, and not as an academic article, I did not cite all the points made in full academic mode. Rather, for publication (...)
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  • The Dispositional Indgredients at the Heart of Questioning and Inquiry.Laurance J. Splitter - 2016 - Journal of Philosophy in Schools 3 (2):18-39.
    I offer a modified characterisation of the dispositional grounds of inquiry, in which both the state of knowledge of those involved and their desire for answers or solutions are supplemented by a more nuanced set of dispositions, central to which is the intended transition from a state of unsettlement to one of settlement with respect to those who ask and respond to the questions. I test this characterisation against the Question Quadrant, a familiar device used by philosophy in schools practitioners (...)
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  • On Anthropological Knowledge.Dan Sperber - 1985 - Cambridge University Press.
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  • Symbols of Harm, Literacies of Hope.Roy Fox - 2012 - Human Affairs 22 (2):256-262.
    The author argues that our best hope for addressing world problems is to teach critical thinking through the study of language and all symbol systems. This means removing disciplinary boundaries so that we can focus more effectively on solving common problems. Human survival also depends upon our critical analysis of electronic media and our wise uses of technology. Critical thinking via all symbol systems is more likely to generate humane actions. Therefore, education—not governments or armies or institutions or private corporations—is (...)
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  • Pointing: A Gesture That Makes Us Special?Massimiliano Lorenzo Cappuccio - 2013 - Humana Mente 6 (24).
    We call those gestures “instrumental” that can enhance certain thinking processes of an agent by offering him representational models of his actions in a virtual space of imaginary performative possibilities. We argue that pointing is an instrumental gesture in that it represents geometrical information on one’s own gaze direction, and provides a ritualized template for initiating gaze coordination and joint attention. We counter two possible objections, asserting respectively that the representational content of pointing is not constitutive, but derived from language, (...)
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  • Dynamisch Inter(-en trans)disciplinair Taal Onderzoek: De nieuwe taalwetenschappen.Nathalie Gontier & Katrien Mondt (eds.) - 2006 - Gent, België: Academia press, Ginkgo.
    Language research is currently in a state of flux. The phenomenon of language is not merely the topic of investigation in linguistics, it is examined by a multitude of scholars with different scientific backgrounds. In order to examine how these various disciplines approach language, a think-tank was founded in 2002, called DITO, Dynamisch Inter(-en trans)disciplinair onderzoek, or Dynamic Inter- (and trans)disciplinary Research. The think-tank is located at the Belgian Vrije Universiteit Brussel (Free University of Brussels). This book provides short introductory (...)
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  • The Causal Impact of Resistance: Mediating Between Resistance and Internal Conversation About Resistance.Athanasia Chalari - 2013 - Journal for the Theory of Social Behaviour 43 (1):66-86.
    Current literature on resistance focuses on the elements of action and opposition as its main components. However, when we use the term resistance we are not necessarily referring exclusively to the active expression of opposition, but could also be referring to discussions about such events or to stimuli that may cause these acts. Thus resistance, for the purposes of this study, is perceived in terms of action, external conversation and stimuli, and it is argued that these external characteristics may be (...)
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  • Assessing Teacher Pedagogical Knowledge: The Video Assessment of Teacher Knowledge.Peter D. Wiens, Jori S. Beck & Christina J. Lunsmann - forthcoming - Educational Studies:1-17.
    This study examines the creation and implementation of a video-based assessment of teacher knowledge of effective teaching called the Video Assessment of Teacher Knowledge. The VATK was deve...
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  • Psychosis and Autism as Diametrical Disorders of the Social Brain.Bernard Crespi & Christopher Badcock - 2008 - Behavioral and Brain Sciences 31 (3):241-261.
    Autistic-spectrum conditions and psychotic-spectrum conditions (mainly schizophrenia, bipolar disorder, and major depression) represent two major suites of disorders of human cognition, affect, and behavior that involve altered development and function of the social brain. We describe evidence that a large set of phenotypic traits exhibit diametrically opposite phenotypes in autistic-spectrum versus psychotic-spectrum conditions, with a focus on schizophrenia. This suite of traits is inter-correlated, in that autism involves a general pattern of constrained overgrowth, whereas schizophrenia involves undergrowth. These disorders also (...)
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  • Troubles with Stereotypes for Spinozan Minds.Bryce Huebner - 2009 - Philosophy of the Social Sciences 39 (1):63-92.
    Some people succeed in adopting feminist ideals in spite of the prevalence of asymmetric power relations. However, those who adopt such ideals face a number of psychological difficulties in inhibiting stereotype-based judgments. I argue that a Spinozan theory of belief fixation offers a more complete understanding of the mechanisms that underwrite our intuitive stereotype-based judgments. I also argue that a Spinozan theory of belief fixation offers resources for avoiding stereotype-based judgments where they are antecedently recognized to be pernicious and insidious. (...)
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  • The Space of Memory: In an Archive.Carolyn Steedman - 1998 - History of the Human Sciences 11 (4):65-83.
    By considering the experience of historians in national and regional archives, the relationship of memory to history and historical practice is discussed. The professional experience of historians is connected to wider social and psychological uses of the past, and of history in Euro pean societies, over the 200 years since official archives were inaugur ated.
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  • The Intellectual Origins of Rational Psychotherapy.Arthur Still & Windy Dryden - 1998 - History of the Human Sciences 11 (3):63-86.
    In this paper we attempt to understand the intellectual origins of Albert Ellis' Rational Psychotherapy (now known as Rational Emotive Behavior Therapy). In his therapeutic practice Ellis used a 'lumper' argument to replace the focus of change in psychoanalysis: not the lengthy uncovering and reworking of the individual's personal history, but the demands in self-talk through which the client is currently dis turbed. In constructing around this the persuasive (rhetorical) package that became his therapy, Ellis drew on a number of (...)
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  • Deconstructing Vygotsky’s Victimization Narrative: A Re-Examination of the ‘Stalinist Suppression’ of Vygotskian Theory.Jennifer Fraser & Anton Yasnitsky - 2015 - History of the Human Sciences 28 (2):128-153.
    Although many facets of Lev Vygotsky’s life have drawn considerable attention from historians of science, perhaps the most popular feature of his personal narrative was that his work was actively chastised by the Stalinist government. Almost all contemporary references to Vygotsky’s personal history emphasize that from 1936 to 1956, it was forbidden to either discuss or disseminate any of Vygotsky’s works within the Soviet Union. Although this ‘Vygotsky ban’ is both widely acknowledged and frequently cited by a variety of scholars, (...)
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  • Lev Vygotsky as Seen by Someone Who Acted as a Go-Between Between Eastern and Western Europe.Alexandre Métraux - 2015 - History of the Human Sciences 28 (2):154-172.
    It is one thing to deal with any aspect of Lev Vygotsky’s work from a purely scholarly standpoint. It is something quite different to deal with Vygotsky’s work from both an academic standpoint and also that of someone who is involved in East–West editorial and commercial projects. This article sheds light upon what it meant to work on Vygotsky’s theories for someone who was formally affiliated to West European academia and who also became involved more or less at the same (...)
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  • Searching for the Microcosm: A Glimpse Into the Roots of Vygotsky’s Holism.Carlos Cornejo - 2015 - History of the Human Sciences 28 (2):72-92.
    In this article, I examine Vygotsky’s holism by considering his usage of ‘microcosm’ and chronicling the term’s origin and development. This exploration leads first to Spinoza’s monism as the primordial source of Vygotsky’s holism. Then, I present the notion of microcosm in the context of German Romanticism and J. W. Goethe. Humboldt’s Cosmos and Lotze’s Microcosmus are presented as 19th-century exemplars of the holistic tradition. Finally, I examine Vygotsky’s usage of the term ‘microcosm’ and argue that this concept cannot be (...)
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  • If P 0, Then 1: The Impossibility of Thinking Out Cases.Michael J. Flexer - 2020 - History of the Human Sciences 33 (3-4):175-197.
    Forrester’s proposed seventh style of reasoning – thinking in cases – functions as an analogous, dyadic relationship that, whilst indebted philosophically to the logical reasoning and semiotics of Charles Peirce, is prone to creating feedback loops between induction and deduction, precluding novel abductive hypotheses from advancing medical knowledge. Reasoning with a Peircean triadic model opens up the contexts and methods of meaning-making and reasoning through medical cases, and the potent influence of their genre conventions, to intellectual critical scrutiny. Vitally, it (...)
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  • Li , or Ritual Propriety: A Preface to a Confucian Philosophy of Human Action.Kyung-Hee Nam - 2015 - Diogenes 62 (2):71-80.
    In this paper, I propose an interpretation of the Confucian concept of li or Ritual Propriety, and suggest a new philosophy of action and mind on the basis of the concept. To achieve this aim, I fo...
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  • The Mismatch Between Assumed Prior Knowledge and the Learner's Conceptions: A Typology of Learning Impediments.Keith S. Taber - 2001 - Educational Studies 27 (2):159-171.
    This paper considers some of the reasons why motivated students in suitable learning environments may fail to learn from competent teachers. It draws upon work in the psychology of learning, and the considerable body of research that has been undertaken to explore the nature and origin of learners' alternative conceptions in science. A synthesis of ideas from this previous work suggests a simple typology of 'learning impediments' in terms of the mismatch between the learner's cognitive structure and the teacher's expectations. (...)
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  • On Ernst von Glasersfeld's Contribution to Education: One Interpretation, One Example.Marie Larochelle & Jacques Désautels - 2007 - Constructivist Foundations 2 (2-3):90-97.
     
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  • Understanding Curved Spacetime.Magdalena Kersting & Rolf Steier - 2018 - Science & Education 27 (7-8):593-623.
    According to general relativity, we live in a four-dimensional curved universe. Since the human mind cannot visualize those four dimensions, a popular analogy compares the universe to a two-dimensional rubber sheet distorted by massive objects. This analogy is often used when teaching GR to upper secondary and undergraduate physics students. However, physicists and physics educators criticize the analogy for being inaccurate and for introducing conceptual conflicts. Addressing these criticisms, we analyze the rubber sheet analogy through systematic metaphor analysis of textbooks (...)
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  • Language May Indeed Influence Thought.Jordan Zlatev & Johan Blomberg - 2015 - Frontiers in Psychology 6.
  • The Development of Temporal Concepts: Linguistic Factors and Cognitive Processes.Meng Zhang & Judith A. Hudson - 2018 - Frontiers in Psychology 9.
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  • Inner Dialogical Communication and Pathological Personality Traits.Małgorzata Łysiak - 2019 - Frontiers in Psychology 10.
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  • Quantitative Data From Rating Scales: An Epistemological and Methodological Enquiry.Jana Uher - 2018 - Frontiers in Psychology 9.
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  • Investigating Executive Functions in Children with Severe Speech and Movement Disorders Using Structured Tasks.Kristine Stadskleiv, Stephen von Tetzchner, Beata Batorowicz, Hans van Balkom, Annika Dahlgren-Sandberg & Gregor Renner - 2014 - Frontiers in Psychology 5.
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  • The Role of Working Memory on Dual-Task Cost During Walking Performance in Childhood.Emanuela Rabaglietti, Aurelia De Lorenzo & Paolo Riccardo Brustio - 2019 - Frontiers in Psychology 10.
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  • Predictive Coding Strategies for Developmental Neurorobotics.Jun-Cheol Park, Jae Hyun Lim, Hansol Choi & Dae-Shik Kim - 2012 - Frontiers in Psychology 3.
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