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Frederick Gregory [59]Tullio Gregory [49]Joshua C. Gregory [36]Maughn Gregory [27]
Richard L. Gregory [23]Dominic Gregory [20]Andrew Gregory [19]John Gregory [17]

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Maughn Rollins Gregory
Montclair State University
Dominic Gregory
University of Sheffield
Alex Gregory
University of Southampton
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  1. The Intelligent Eye.Richard Gregory - 1970 - Mcgraw-Hill.
  2. Mind In Science: A History Of Explanations In Psychology And Physics.Richard L. Gregory - 1981 - Cambridge: Cambridge University Press.
  3. Normative Reasons as Good Bases.Alex Gregory - 2016 - Philosophical Studies 173 (9):2291-2310.
    In this paper, I defend a new theory of normative reasons called reasons as good bases, according to which a normative reason to φ is something that is a good basis for φing. The idea is that the grounds on which we do things—bases—can be better or worse as things of their kind, and a normative reason—a good reason—is something that is just a good instance of such a ground. After introducing RGB, I clarify what it is to be a (...)
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  4. The Guise of Reasons.Alex Gregory - 2013 - American Philosophical Quarterly 50 (1):63-72.
    In this paper it is argued that we should amend the traditional understanding of the view known as the guise of the good. The guise of the good is traditionally understood as the view that we only want to act in ways that we believe to be good in some way. But it is argued that a more plausible view is that we only want to act in ways that we believe we have normative reason to act in. This change (...)
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  5. Perceptions as Hypotheses.Richard L. Gregory - 1974 - In Philosophy Of Psychology. London: : Macmillan.
  6. The Oxford Companion to the Mind.Richard L. Gregory (ed.) - 1998 - Oxford University Press.
    The Oxford Companion to the Mind is a classic. Published in 1987, to huge acclaim, it immediately took its place as the indispensable guide to the mysteries - and idiosyncracies - of the human mind. In no other book can the reader find discussions of concepts such as language, memory, and intelligence, side by side with witty definitions of common human experiences such as the 'cocktail-party' and 'halo' effects, and the least effort principle. Richard Gregory again brings his wit, wisdom, (...)
     
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  7. Might Desires Be Beliefs About Normative Reasons?Alex Gregory - 2017 - In Julien Deonna & Federico Lauria (eds.), The Nature of Desire. Oxford University Press. pp. 201-217.
    This paper examines the view that desires are beliefs about normative reasons for action. It describes the view, and briefly sketches three arguments for it. But the focus of the paper is defending the view from objections. The paper argues that the view is consistent with the distinction between the direction of fit of beliefs and desires, that it is consistent with the existence of appetites such as hunger, that it can account for counterexamples that aim to show that beliefs (...)
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  8.  12
    Intrusive Images in Psychological Disorders: Characteristics, Neural Mechanisms, and Treatment Implications.Chris R. Brewin, James D. Gregory, Michelle Lipton & Neil Burgess - 2010 - Psychological Review 117 (1):210-232.
  9. A Very Good Reason to Reject the Buck-Passing Account.Alex Gregory - 2014 - Australasian Journal of Philosophy 92 (2):287-303.
    This paper presents a new objection to the buck-passing account of value. I distinguish the buck-passing account of predicative value from the buck-passing account of attributive value. According to the latter, facts about attributive value reduce to facts about reasons and their weights. But since facts about reasons’ weights are themselves facts about attributive value, this account presupposes what it is supposed to explain. As part of this argument, I also argue against Mark Schroeder's recent account of the weights of (...)
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  10.  45
    Illusion in Nature and Art.R. L. Gregory & E. H. Gombrich - 1975 - Journal of Aesthetics and Art Criticism 34 (2):213-215.
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  11. Counterfactual Reasoning and Knowledge of Possibilities.Dominic Gregory - 2017 - Philosophical Studies 174 (4):821-835.
    Williamson has argued against scepticism concerning our metaphysically modal knowledge, by arguing that standard patterns of suppositional reasoning to counterfactual conclusions provide reliable sources of correct ascriptions of possibility and necessity. The paper argues that, while Williamson’s claims relating to necessity may well be right, he has not provided adequate reasons for thinking that the familiar modes of counterfactual reasoning to which he points generalise to provide a decent route to ascriptions of possibility. The paper also explores another path to (...)
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  12.  56
    In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy and Education.Maughn Rollins Gregory & Megan Laverty (eds.) - 2018 - London, UK: Routledge.
    In close collaboration with the late Matthew Lipman, Ann Margaret Sharp pioneered the theory and practice of ‘the community of philosophical inquiry’ (CPI) as a way of practicing ‘Philosophy for Children’ and prepared thousands of philosophers and teachers throughout the world in this practice. In Community of Inquiry with Ann Margaret Sharp represents a long-awaited and much-needed anthology of Sharp’s insightful and influential scholarship, bringing her enduring legacy to new generations of academics, postgraduate students and researchers in the fields of (...)
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  13. Changing Direction on Direction of Fit.Alex Gregory - 2012 - Ethical Theory and Moral Practice 15 (5):603-614.
    In this paper, I show that we should understand the direction of fit of beliefs and desires in normative terms. After rehearsing a standard objection to Michael Smith’s analysis of direction of fit, I raise a similar problem for Lloyd Humberstone’s analysis. I go on to offer my own account, according to which the difference between beliefs and desires is determined by the normative relations such states stand in. I argue that beliefs are states which we have reason to change (...)
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  14.  78
    Philosophy for Children and its Critics: A Mendham Dialogue.Maughn Gregory - 2011 - Philosophy of Education 45 (2):199-219.
    As conceived by founders Matthew Lipman and Ann Margaret Sharp, Philosophy for Children is a humanistic practice with roots in the Hellenistic tradition of philosophy as a way of life given to the search for meaning, in American pragmatism with its emphasis on qualitative experience, collaborative inquiry and democratic society, and in American and Soviet social learning theory. The programme has attracted overlapping and conflicting criticism from religious and social conservatives who don't want children to question traditional values, from educational (...)
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  15. Imagining Possibilities.Dominic Gregory - 2004 - Philosophy and Phenomenological Research 69 (2):327–348.
    Kripkean examples of necessary a posteriori truths clearly provide a challenge to attempts to connect facts about possibility to facts about what people can conceive. The paper argues for a general principle connecting imaginability under certain special circumstances to possibility; it also discusses some of the issues raised by the resulting position.
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  16. Politics and the Order of Love: An Augustinian Ethic of Democratic Citizenship.Eric Gregory - 2008 - University of Chicago Press.
    Augustine—for all of his influence on Western culture and politics—was hardly a liberal. Drawing from theology, feminist theory, and political philosophy, Eric Gregory offers here a liberal ethics of citizenship, one less susceptible to anti-liberal critics because it is informed by the Augustinian tradition. The result is a book that expands Augustinian imaginations for liberalism and liberal imaginations for Augustinianism. Gregory examines a broad range of Augustine’s texts and their reception in different disciplines and identifies two classical themes which have (...)
     
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  17. Quine's Naturalism: Language, Theory, and the Knowing Subject.Paul Gregory - 2008 - London: Continuum.
    W. V. Quine was the most important naturalistic philosopher of the twentieth century and a major impetus for the recent resurgence of the view that empirical science is our best avenue to knowledge. His views, however, have not been well understood. Critics charge that Quine’s naturalized epistemology is circular and that it cannot be normative. Yet, such criticisms stem from a cluster of fundamental traditional assumptions regarding language, theory, and the knowing subject – the very presuppositions that Quine is at (...)
     
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  18. Imagery and Possibility.Dominic Gregory - 2020 - Noûs 54 (4):755-773.
    We often ascribe possibility to the scenes that are displayed by mental or nonmental sensory images. The paper presents a novel argument for thinking that we are prima facie justified in ascribing metaphysical possibility to what is displayed by suitable visual images, and it argues that many of our imagery‐based ascriptions of metaphysical possibility are therefore prima facie justified. Some potential objections to the arguments are discussed, and some potential extensions of them, to cover nonvisual forms of imagery and nonmetaphysical (...)
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  19.  68
    From a View to a Kill.Derek Gregory - 2011 - Theory, Culture and Society 28 (7-8):188-215.
    The proponents of late modern war like to argue that it has become surgical, sensitive and scrupulous, and remotely operated Unmanned Aerial Vehicles or ‘drones’ have become diagnostic instruments in contemporary debates over the conjunction of virtual and ‘virtuous’ war. Advocates for the use of Predators and Reapers in counterinsurgency and counterterrorism campaigns have emphasized their crucial role in providing intelligence, reconnaissance and surveillance, in strengthening the legal armature of targeting, and in conducting precision-strikes. Critics claim that their use reduces (...)
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  20. Why Do Desires Rationalize Actions?Alex Gregory - 2018 - Ergo: An Open Access Journal of Philosophy 5.
    I begin the paper by outlining one classic argument for the guise of the good: that we must think that desires represent their objects favourably in order to explain why they can make actions rational (Quinn 1995; Stampe 1987). But what exactly is the conclusion of this argument? Many have recently formulated the guise of the good as the view that desires are akin to perceptual appearances of the good (Oddie 2005; Stampe 1987; Tenenbaum 2007). But I argue that this (...)
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  21.  56
    Introduction: John Dewey on Philosophy and Childhood.Maughn Gregory & David Granger - 2012 - Education and Culture 28 (2):1-25.
    John Dewey was not a philosopher of education in the now-traditional sense of a doctor of philosophy who examines educational ends, means, and controversies through the disciplinary lenses of epistemology, ethics, and political theory, or of agenda-driven schools such as existentialism, feminism, and critical theory. Rather, Dewey was both an educator and a philosopher, and he saw in each discipline reconstructive possibilities for the other, famously characterizing "philosophy . . . as the general theory of education" (1985, p. 338). Dewey (...)
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  22. Imagery, the Imagination and Experience.Dominic Gregory - 2010 - Philosophical Quarterly 60 (241):735-753.
    Visualizings, the simplest imaginings which employ visual imagery, have certain characteristic features; they are perspectival, for instance. Also, it seems that some but not all of our visualizings are imaginings of seeings. But it has been forcefully argued, for example by M.G.F. Martin and Christopher Peacocke, that all visualizings are imaginings of visual sensations. I block these arguments by providing an account of visualizings which allows for their perspectival nature and other features they typically have, but which also explains how (...)
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  23. Traditional Language and Technological Language.Martin Heidegger & Wanda Torres Gregory - 1998 - Journal of Philosophical Research 23:129-145.
    Heidegger reflects on technology, language, and tradition, and he guides us into rethinking the common conceptions of technology and language. He argues that the anthropological-instrumental conception of modem technology is correct but not true, as it does not capture what is most peculiar to technology: the demand to challenge nature. The common conception of language as a mere means for exchange and understanding, on the other hand, is taken to its extremes in the technological interpretation of language as information. Heidegger (...)
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  24. Perceptual Filling in of Artificially Induced Scotomas in Human Vision.Vilayanur S. Ramachandran & Richard L. Gregory - 1991 - Nature 350:699-702.
  25.  30
    Is Inner Speech Dialogic?Daniel Gregory - 2017 - Journal of Consciousness Studies 24 (1-2):111-137.
    There is a theory about inner speech which holds that it is ‘dialogic’. This paper reviews this theory, evaluates the arguments which support it, and presents an argument against it.
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  26.  52
    A Framework for Facilitating Classroom Dialogue.Maughn Rollins Gregory - 2007 - Teaching Philosophy 30 (1):59-84.
    Classroom dialogue can be democratic and evidence critical and creative thinking, yet lose momentum and direction without a plan for systematic inquiry. This article presents a six-stage framework for facilitating philosophical dialogue in pre-college and college classrooms, drawn from John Dewey and Matthew Lipman. Each stage involves particular kinds of thinking and aims at a specific product or task. The role of the facilitator—illustrated with suggestive scripts—is to help the participants move their dialogue through the stages of the framework and (...)
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  27.  62
    Showing, Sensing, and Seeming: Distinctively Sensory Representations and Their Contents.Dominic Gregory - 2013 - Oxford University Press UK.
    Certain representations are bound in special ways to our sensory capacities. What do these representations have in common, and what makes them different from representations of other kinds? Dominic Gregory employs novel ideas on perceptual states and sensory perspectives to explain the special nature of distinctively sensory representations.
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  28.  1
    The Logic of Education.P. H. Hirst, R. S. Peters & Ian Gregory - 1972 - Philosophical Books 13 (1):9-11.
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  29.  39
    Higher Souslin Trees and the Generalized Continuum Hypothesis.John Gregory - 1976 - Journal of Symbolic Logic 41 (3):663-671.
  30.  2
    Stability of, and Associations Between, Parent and Child Locus of Control Expectancies.Stephen Nowicki, Yasmin Iles-Caven, Steven Gregory, Genette Ellis & Jean Golding - 2018 - Frontiers in Psychology 9.
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  31.  52
    Neuroethics, Neuroeducation, and Classroom Teaching: Where the Brain Sciences Meet Pedagogy. [REVIEW]Mariale Hardiman, Luke Rinne, Emma Gregory & Julia Yarmolinskaya - 2012 - Neuroethics 5 (2):135-143.
    The popularization of neuroscientific ideas about learning—sometimes legitimate, sometimes merely commercial—poses a real challenge for classroom teachers who want to understand how children learn. Until teacher preparation programs are reconceived to incorporate relevant research from the neuro- and cognitive sciences, teachers need translation and guidance to effectively use information about the brain and cognition. Absent such guidance, teachers, schools, and school districts may waste time and money pursuing so called brain-based interventions that lack a firm basis in research. Meanwhile, the (...)
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  32.  79
    Completeness and Decidability Results for Some Propositional Modal Logics Containing “Actually” Operators.Dominic Gregory - 2001 - Journal of Philosophical Logic 30 (1):57-78.
    The addition of "actually" operators to modal languages allows us to capture important inferential behaviours which cannot be adequately captured in logics formulated in simpler languages. Previous work on modal logics containing "actually" operators has concentrated entirely upon extensions of KT5 and has employed a particular modeltheoretic treatment of them. This paper proves completeness and decidability results for a range of normal and nonnormal but quasi-normal propositional modal logics containing "actually" operators, the weakest of which are conservative extensions of K, (...)
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  33.  36
    David Harvey: A Critical Reader.Noel Castree & Derek Gregory (eds.) - 2006 - Blackwell.
    This book critically interrogates the work of David Harvey, one of the world’s most influential geographers, and one of its best known Marxists. Considers the entire range of Harvey’s oeuvre, from the nature of urbanism to environmental issues. Written by contributors from across the human sciences, operating with a range of critical theories. Focuses on key themes in Harvey’s work. Contains a consolidated bibliography of Harvey’s writings.
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  34.  1
    Prenatal Internal Locus of Control Is Positively Associated with Offspring IQ, Mediated Through Parenting Behavior, Prenatal Lifestyle and Social Circumstances.Jean Golding, Steven Gregory, Genette L. Ellis, Yasmin Iles-Caven & Stephen Nowicki - 2017 - Frontiers in Psychology 8.
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  35.  58
    Before the Original Position: The Neo‐Orthodox Theology of the Young John Rawls.Eric Gregory - 2007 - Journal of Religious Ethics 35 (2):179-206.
    This paper examines a remarkable document that has escaped critical attention within the vast literature on John Rawls, religion, and liberalism: Rawls's undergraduate thesis, "A Brief Inquiry into the Meaning of Sin and Faith: An Interpretation Based on the Concept of Community" (1942). The thesis shows the extent to which a once regnant version of Protestant theology has retreated into seminaries and divinity schools where it now also meets resistance. Ironically, the young Rawls rejected social contract liberalism for reasons that (...)
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  36.  30
    The Procedurally Directive Approach to Teaching Controversial Issues.Maughn Rollins Gregory - 2014 - Educational Theory 64 (6):627-648.
    Recent articles on teaching controversial topics in schools have employed Michael Hand's distinction between “directive teaching,” in which teachers attempt to persuade students of correct positions on topics that are not rationally controversial, and “nondirective teaching,” in which teachers avoid persuading students on topics that are rationally controversial. However, the four methods of directive teaching discussed in the literature — explicit directive teaching, “steering,” “soft-directive teaching,” and “school ethos endorsement” — make rational persuasion problematic, if not self-defeating. In this essay, (...)
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  37.  13
    Constructivism, Standards, and the Classroom Community of Inquity.Maughn Rollins Gregory - 2002 - Educational Theory 52 (4):397-408.
  38.  6
    Epistemology and Counterintuitiveness: Role and Relationship in Epidemiology of Cultural Representations.Justin Gregory & Justin Barrett - 2009 - Journal of Cognition and Culture 9 (3-4):289-314.
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  39.  10
    Communication and Cognitive Impairments and Health Care Decision Making in MND: A Narrative Review.Camille Paynter, Madeline Cruice, Susan Mathers, Heidi Gregory & Adam P. Vogel - 2019 - Journal of Evaluation in Clinical Practice 25 (6):1182-1192.
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  40.  56
    Conceptual and Empirical Challenges of Ascribing Functions to Transposable Elements.Tyler A. Elliott, Stefan Linquist & T. Ryan Gregory - unknown
    The media attention and subsequent scientific backlash engendered by the claim, announced by spokespeople for the Encyclopedia of DNA Elements project, that 80% of the human genome has a “biochemical function” highlights the need for a clearer understanding of function concepts in biology. This article provides an overview of two major function concepts that have been developed in the philosophy of science – the “causal role” concept and the “selected effects” concept – and their relevance to ENCODE. Unlike some previous (...)
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  41.  4
    Early Home-Life Antecedents of Children’s Locus of Control.Stephen Nowicki, Steven Gregory, Yasmin Iles-Caven, Genette Ellis & Jean Golding - 2018 - Frontiers in Psychology 9.
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  42. Social Relations and Spatial Structures.Derek Gregory & John Urry - 1988 - Science and Society 52 (3):362-364.
     
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  43.  79
    Smith on Truthmakers.Dominic Gregory - 2001 - Australasian Journal of Philosophy 79 (3):422 – 427.
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  44.  38
    Exploring the Valuation of Corporate Social Responsibility—A Comparison of Research Methods.Alan Gregory & Julie Whittaker - 2013 - Journal of Business Ethics 116 (1):1-20.
    This paper argues the case that tests of how investors value corporate social performance (CSP) based upon realised stock market returns are liable to be weak tests if markets are efficient and firms change CSP policies infrequently. We provide a theoretical explanation of why this will be the case using examples to illustrate. Subsequently, we set out an alternative theoretical framework for the purposes of investigating whether markets place a positive, or a negative, valuation on CSP, and show why this (...)
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  45.  9
    Putting Religion Back Into Religious Ethics.Eric Gregory - 2019 - Journal of Religious Ethics 47 (1):166-179.
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  46.  54
    Inner Speech, Imagined Speech, and Auditory Verbal Hallucinations.Daniel Gregory - 2016 - Review of Philosophy and Psychology 7 (3):653-673.
    A theory which has had significant influence seeks to explain auditory verbal hallucinations as utterances in inner speech which are not properly monitored and are consequently misattributed to some external source. This paper argues for a distinction between inner speech and imagined speech, on the basis that inner speech is a type of actual speech. The paper argues that AVHs are more likely instances of imagined speech, rather that inner speech, which are not properly monitored : 86–107, 2012), Cho and (...)
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  47.  13
    Pragmatism and the Unlearning of Learnification.Maughn Rollins Gregory & Megan Jane Laverty - 2017 - Childhood and Philosophy 13 (28).
  48.  46
    Corporate Social Responsibility and Firm Value: Disaggregating the Effects on Cash Flow, Risk and Growth.Alan Gregory, Rajesh Tharyan & Julie Whittaker - 2014 - Journal of Business Ethics 124 (4):1-25.
    This paper investigates the effect of corporate social responsibility (CSR) on firm value and seeks to identify the source of that value, by disaggregating the effects on forecasted profitability, long-term growth and the cost of capital. The study explores the possible risk (reducing) effects of CSR and their implications for financial measures of performance. For individual dimensions of CSR, in general strengths are positively valued and concerns are negatively valued, although the effect is not universal across all dimensions of CSR. (...)
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  49.  75
    No Room for God? History, Science, Metaphysics, and the Study of Religion.Brad S. Gregory - 2008 - History and Theory 47 (4):495 - 519.
    Intellectual history, philosophy, and science’s own self-understanding undermine the claim that science entails or need even tend toward atheism. By definition a radically transcendent creator-God is inaccessible to empirical investigation. Denials of the possibility or actual occurrence of miracles depend not on science itself, but on naturalist assumptions that derive originally from a univocal metaphysics with its historical roots in medieval nominalism, which in turn have deeply influenced philosophy and science since the seventeenth century. The metaphysical postulate of naturalism and (...)
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  50.  18
    Anxiety and Retrieval Inhibition: Support for an Enhanced Inhibition Account.Mia Nuñez, Josh Gregory & Richard E. Zinbarg - 2017 - Cognition and Emotion 31 (2).
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