Results for 'Christina E. Erneling'

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  1.  8
    The Mind as a Scientific Object: Between Brain and Culture.Christina E. Erneling & David M. Johnson (eds.) - 2004 - Oxford University Press USA.
    What holds together the various fields that are supposed to consititute the general intellectual discipline that people now call cognitive science? In this book, Erneling and Johnson identify two problems with defining this discipline. First, some theorists identify the common subject matter as the mind, but scientists and philosophers have not been able to agree on any single, satisfactory answer to the question of what the mind is. Second, those who speculate about the general characteristics that belong to cognitive (...)
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  2.  69
    Mind As a Scientific Object.Christina E. Erneling & David Martel Johnson (eds.) - 2005 - Oxford University Press.
  3.  33
    Towards discursive education: philosophy, technology and modern education.Christina E. Erneling - 2010 - New York: Cambridge University Press.
    As technology continues to advance, the use of computers and the Internet in educational environments has immensely increased. But just how effective has their use been in enhancing children's learning? In this thought-provoking book, Christina E. Erneling conducts a thorough investigation of scholarly journals articles on how computers and the Internet affect learning.
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  4. Is cognitive development equivalent to scientific development?Christina E. Erneling - 2004 - In The Mind As a Scientific Object: Between Brain and Culture. Oxford University Press.
     
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  5.  68
    The Mind As a Scientific Object: Between Brain and Culture.Christina E. Erneling (ed.) - 2004 - Oxford University Press.
    Clearly the Cartesian ontological commitments that have dominated the scientific study of the mind up to the present have not been helpful. ...
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  6.  30
    Understanding Language Acquisition: The Framework of Learning.Christina E. Erneling - 1993 - State University of New York Press.
    She challenges the usefulness of the concept of a language of thought in explaining language acquisition, and draws on the later work of Wittgen.
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  7.  97
    The Importance of Jean Piaget.Christina E. Erneling - 2014 - Philosophy of the Social Sciences 44 (4):522-535.
    Jean Piaget, along with Sigmund Freud and B. F. Skinner, is one of the most influential thinkers in psychology. His influence on developmental and cognitive psychology, pedagogy and the so-called cognitive revolution is without doubt. The contributors to the book under review aim to show his past, contemporary as well as future relevance to important areas of psychology. I argue that they fail because they use Piaget’s own terminology, instead of explaining his ideas and relevance in a way accessible to (...)
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  8.  42
    The limits of mindreading.Christina E. Erneling - 2010 - Philosophy of the Social Sciences 40 (1):172-177.
    Contemporary cognitive psychology is dominated by an individualistic and mentalistic approach to the mind.This Cartesian heritage is evident in studies of social understanding, that is, how we understand others. It is argued that this approach and metaphors like reading minds have failed, and should be replaced with a discursive approach, where public and shared socio-linguistic intenand normative activities order and shape individual mental activities.
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  9.  4
    The Mind As a Scientific Object.David Martel Johnson & Christina E. Erneling (eds.) - 2005 - Oxford University Press.
    What holds together the various fields, which - considered together - are supposed to constitute the general intellectual discipline that people now call cognitive science? Some theorists identify the common subject matter as the mind, but scientists have not been able to agree on any single, satisfactory answer to the question of what the mind is. This book argues that all cognitive sciences are not equal, and that rather only neurophysiology and cultural psychology are suited to account for the mind's (...)
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  10. The future of the cognitive revolution.David Martel Johnson & Christina E. Erneling (eds.) - 1997 - New York: Oxford University Press.
    The basic idea of the particular way of understanding mental phenomena that has inspired the "cognitive revolution" is that, as a result of certain relatively recent intellectual and technological innovations, informed theorists now possess a more powerfully insightful comparison or model for mind than was available to any thinkers in the past. The model in question is that of software, or the list of rules for input, output, and internal transformations by which we determine and control the workings of a (...)
     
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  11. The Future of the Cognitive Revolution, Chapter 11.David Martel Johnson & Christina E. Erneling (eds.) - 1997 - Oxford University Press.
     
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  12. Christina E. Erneling & David Martel Johnson (eds), The Mind as a Scientific Object. [REVIEW]V. G. Hardcastle - 2005 - Journal of Consciousness Studies 12 (11):75.
  13. The imperative of therapeutic literacy discriminating between new age and Christian based techniques in therapy-a subtle confrontation of basic beliefs.Christina E. Mitchell - 1991 - In Stephen Everson (ed.), Psychology (Companions to Ancient Thought: 2). Cambridge University Press. pp. 28--3.
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  14.  10
    Branding Catiline: Metaphorical Enslavement in the First Catilinarian Oration.Christina E. Franzen - 2013 - Classical World: A Quarterly Journal on Antiquity 106 (3):355-364.
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  15.  38
    Ethics in 15 min per Week.Ann M. Peiffer, Christina E. Hugenschmidt & Paul J. Laurienti - 2011 - Science and Engineering Ethics 17 (2):289-297.
    The demand for science trainees to have appropriate responsible conduct of research instruction continues to increase the attention shown by federal agencies and graduate school programs to the development of effective ethics curriculums. However, it is important to consider that the main learning environment for science graduate students and post-doctoral research fellows is within a laboratory setting. Here we discuss an internal laboratory program of weekly 15-minute ethics discussions implemented and used over the last 3 years in addition to the (...)
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  16.  45
    Ethics in 15 min per Week.Ann M. Peiffer, Christina E. Hugenschmidt & Paul J. Laurienti - 2011 - Science and Engineering Ethics 17 (2):289-297.
    The demand for science trainees to have appropriate responsible conduct of research instruction continues to increase the attention shown by federal agencies and graduate school programs to the development of effective ethics curriculums. However, it is important to consider that the main learning environment for science graduate students and post-doctoral research fellows is within a laboratory setting. Here we discuss an internal laboratory program of weekly 15-minute ethics discussions implemented and used over the last 3 years in addition to the (...)
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  17.  21
    The engram found? Role of the cerebellum in classical conditioning of nictitating membrane and eyelid responses.David A. Mccormick, David G. Lavond, Gregory A. Clark, Ronald E. Kettner, Christina E. Rising & Richard F. Thompson - 1981 - Bulletin of the Psychonomic Society 18 (3):103-105.
  18.  5
    Challengesto cognitive science.Christina Erneling - 1997 - In David Martel Johnson & Christina E. Erneling (eds.), The Future of the Cognitive Revolution. Oxford University Press. pp. 275.
  19.  20
    Cognitive science and the study of language.Christina Erneling - 1997 - In David Martel Johnson & Christina E. Erneling (eds.), The Future of the Cognitive Revolution. Oxford University Press. pp. 115.
  20.  4
    Historical Approaches.Christina Erneling - 1997 - In David Martel Johnson & Christina E. Erneling (eds.), The Future of the Cognitive Revolution. Oxford University Press. pp. 353.
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  21.  46
    Between selz and Popper.Christina Erneling - 2010 - Philosophy of the Social Sciences 40 (2):311-318.
    Denkpsychologie has been important for the development of psychology as well as of philosophy during the last century. More specifically, cognitive psychology as well as Karl Popper’s evolutionary epistemology were both influenced by Otto Selz’s cognitive psychology. Without doubt, Selz played a role in the development of Popper’s thinking, but Michel ter Hark has not given convincing evidence for Popper’s idea of bold conjectures being influenced by Selz.
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  22.  19
    Homeworking Women: Gender, Racism, and Class at WorkHidden in the Home: The Role of Waged Homework in the Modern World EconomyHomeworkers and Rural Economic DevelopmentHomeworkers in Global Perspective.Joy Parr, Annie Phizacklea, Carol Wolkowitz, Jamie Faricellia Dangler, Christina E. Gringeri, Eileen Boris & Elisabeth Prugl - 1999 - Feminist Studies 25 (1):227.
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  23.  37
    The Cultivation of Pure Altruism via Gratitude: A Functional MRI Study of Change with Gratitude Practice.Christina M. Karns, William E. Moore & Ulrich Mayr - 2017 - Frontiers in Human Neuroscience 11.
  24.  7
    Cognitive science and the future of psychology.C. E. Erneling - 1997 - In David Martel Johnson & Christina E. Erneling (eds.), The Future of the Cognitive Revolution. Oxford University Press. pp. 376--382.
  25.  56
    Time in Feminist Phenomenology.Christina Schües, Dorothea E. Olkowski & Helen A. Fielding (eds.) - 2011 - Indiana University Press.
    The contributors to this international volume take up questions about a phenomenology of time that begins with and attunes to gender issues. Themes such as feminist conceptions of time, change and becoming, the body and identity, memory and modes of experience, and the relevance of time as a moral and political question, shape Time in Feminist Phenomenology and allow readers to explore connections between feminist philosophy, phenomenology, and time. With its insistence on the importance of gender experience to the experience (...)
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  26.  58
    The differential contribution of facial expressions, prosody, and speech content to empathy.Christina Regenbogen, Daniel A. Schneider, Andreas Finkelmeyer, Nils Kohn, Birgit Derntl, Thilo Kellermann, Raquel E. Gur, Frank Schneider & Ute Habel - 2012 - Cognition and Emotion 26 (6):995-1014.
  27.  12
    The Mind As a Scientific Object: Between Brain and Culture.D. M. Johnson & C. E. Erneling (eds.) - 2005 - Oxford University Press.
    What holds together the various fields, which - considered together - are supposed to constitute the general intellectual discipline that people now call cognitive science? Some theorists identify the common subject matter as the mind, but scientists have not been able to agree on any single, satisfactory answer to the question of what the mind is. This book argues that all cognitive sciences are not equal, and that rather only neurophysiology and cultural psychology are suited to account for the mind's (...)
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  28.  74
    Emotional-stimulus processing in trait anxiety is modulated by stimulus valence during neuroimaging of a working-memory task.Christina L. Fales, Karla E. Becerril, Katherine R. Luking & Deanna M. Barch - 2010 - Cognition and Emotion 24 (2):200-222.
  29.  44
    A Phenomenological Analysis of the Experience of Security and Contentment for Latency Aged Children in Shared-time Parenting Arrangements.Christina Sadowski & Jennifer E. McIntosh - 2015 - Journal of Phenomenological Psychology 46 (1):69-104.
    This study explored the lived experience of security and contentment, and their absence, for latency-aged children living in shared-time parenting arrangements following their parents’ separation. A descriptive phenomenological methodology was utilized. Sixteen children living in shared-time were interviewed about their experiences of two phenomena: “feeling secure and content living in shared-time” and “not feeling secure and content living in shared-time.” The eight richest protocols were selected for analysis. The two resultant general structures and their core constituents are presented, and individual (...)
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  30.  26
    Comparing Germany and Israel regarding debates on policy-making at the beginning of life: PGD, NIPT and their paths of routinization.Aviad E. Raz, Tamar Nov-Klaiman, Yael Hashiloni-Dolev, Hannes Foth, Christina Schües & Christoph Rehmann-Sutter - 2021 - Ethik in der Medizin 34 (1):65-80.
    The routinization of prenatal diagnosis is the source of bioethical and policy debates regarding choice, autonomy, access, and protection. To understand these debates in the context of cultural diversity and moral pluralism, we compare Israel and Germany, focusing on two recent repro-genetic “hot spots” of such policy-making at the beginning of life: pre-implantation genetic diagnosis and non-invasive prenatal genetic testing, two cutting-edge repro-genetic technologies that are regulated and viewed very differently in Germany and Israel, reflecting different medicolegal policies as well (...)
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  31.  28
    Finding the music of speech: Musical knowledge influences pitch processing in speech.Christina M. Vanden Bosch der Nederlanden, Erin E. Hannon & Joel S. Snyder - 2015 - Cognition 143 (C):135-140.
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  32.  25
    Psychometric re‐evaluation of the immunosuppressant therapy adherence scale among solid‐organ transplant recipients.Scott E. Wilks, Christina A. Spivey & Marie A. Chisholm-Burns - 2010 - Journal of Evaluation in Clinical Practice 16 (1):64-68.
  33.  24
    The Role of Illness Perception and Its Association With Posttraumatic Stress at 3 Months Following Acute Myocardial Infarction.Mary Princip, Christina Gattlen, Rebecca E. Meister-Langraf, Ulrich Schnyder, Hansjörg Znoj, Jürgen Barth, Jean-Paul Schmid & Roland von Känel - 2018 - Frontiers in Psychology 9.
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  34.  36
    Women and Moral Theory.Eva Feder Kittay, Carol Gilligan, Annette C. Baier, Michael Stocker, Christina H. Sommers, Kathryn Pyne Addelson, Virginia Held, Thomas E. Hill Jr, Seyla Benhabib, George Sher, Marilyn Friedman, Jonathan Adler, Sara Ruddick, Mary Fainsod, David D. Laitin, Lizbeth Hasse & Sandra Harding - 1987 - Rowman & Littlefield Publishers.
    To find more information about Rowman and Littlefield titles, please visit www.rowmanlittlefield.com.
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  35.  64
    Thomas E. Hill, Jr. , Virtues, Rules, and Justice: Kantian Aspirations . Reviewed by.Christina Drogalis - 2013 - Philosophy in Review 33 (4):298-300.
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  36. Origem e Fundação da Primeira Faculdade de Engenharia de Sorocaba (FACENS)-Uma História de Contribuição para o Desenvolvimento Tecnológico da Região.Christina Camilla Antunes de Almeida - 2008 - Quaestio: Revista de Estudos Em Educação 10 (1).
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  37.  24
    On the Possible Existence of a 'First Law of Environmental Stewardship': How Organisations Bring Volunteers Together in Social and Geographic Space.Christina W. Lopez & Russell C. Weaver - 2022 - Environmental Values 31 (4):463-492.
    This article contends that environmental organisations vary in type, scale and purpose in ways that help stewards self-sort into the opportunities that align with their individual motivations and e...
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  38.  17
    Review—Emerging Portable Technologies for Gait Analysis in Neurological Disorders.Christina Salchow-Hömmen, Matej Skrobot, Magdalena C. E. Jochner, Thomas Schauer, Andrea A. Kühn & Nikolaus Wenger - 2022 - Frontiers in Human Neuroscience 16.
    The understanding of locomotion in neurological disorders requires technologies for quantitative gait analysis. Numerous modalities are available today to objectively capture spatiotemporal gait and postural control features. Nevertheless, many obstacles prevent the application of these technologies to their full potential in neurological research and especially clinical practice. These include the required expert knowledge, time for data collection, and missing standards for data analysis and reporting. Here, we provide a technological review of wearable and vision-based portable motion analysis tools that emerged (...)
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  39.  49
    Dirty Hands and Moral Conflict – Lessons from the Philosophy of Evil.Christina Nick - 2021 - Philosophia 50 (1):183-200.
    According to one understanding of the problem of dirty hands, every case of dirty hands is an instance of moral conflict, but not every instance of moral conflict is a case of dirty hands. So, what sets the two apart? The dirty hands literature has offered widely different answers to this question but there has been relatively little discussion about their relative merits as well as challenges. In this paper I evaluate these different accounts by making clear which understanding of (...)
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  40.  5
    Klēmēs ho Alexandreus kai hē archaia hellēnikē ēthikē.Christina Nikēph Kapsimalakou - 2017 - Athēna: Ekdoseis Papazēsē.
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  41.  13
    Zumbi-Exu” e outras questões identitárias em “a cabeça de zumbi.Christina Bielinski Ramalho & Luciara Leite De Mendonça - 2017 - Odeere 2 (3).
    Este trabalho investiga a presença da figura de Zumbi dos Palmares no conto “A cabeça de Zumbi”, de Alberto Mussa, buscando tanto compreender aspectos históricos e culturais nele presentes como explorar a associação entre a figura mítico-histórica de Zumbi e a do orixá Exu. Inicialmente, para situar e dimensionar a importância do herói de Palmares para a história do negro no Brasil e dimensionar a questão de nossa formação identitária, utilizamos pensamentos de Sérgio Buarque de Holanda, Gilberto Freyre e Stuart (...)
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  42.  9
    Consciousness reframed: Art and consciousness in the post-biological era.Christina Mamakos & Petros Stefaneas - 2016 - Technoetic Arts 14 (3):169-176.
    The senses convey impressions, perceptions and ultimately feelings, from which meaning emerges, revealing a platform where perception and thinking are actually very closely involved. From this perspective, the distance between descriptive, mental (cognitive) meaning and emotive, affective (non-cognitive) meaning shrinks, creating a platform to investigate how meaning is generated by posing the question ‘how does meaning actually make sense?’. This project investigates meaning as derived from the physical nature of our brains, our bodies and our physical experiences. We construct a (...)
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  43.  16
    Theories of Immanence as a Way Forward for Teacher Education.Christina Hyer Gillespie - 2023 - Studies in Philosophy and Education 42 (6):633-647.
    The ontological turn in the humanities and social sciences has prompted some scholars of education to shift their focus of inquiry away from questions of epistemology (i.e., knowledge) to metaphysical matters related to being and the nature of existence. In this paper, I turn to ontology and make an argument for integrating and explicitly teaching theories of immanence in teacher education courses. I argue that integrating and explicitly teaching theories of immanence in teacher education courses can radically reorient students’ thinking, (...)
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  44.  7
    Advertising in disguise? How disclosure and content features influence the effects of native advertising.Christina Peter, Nora Denner, Benno Viererbl, Thomas Koch & Johannes Beckert - 2020 - Communications 45 (3):303-324.
    Native advertising has recently become a prominent buzzword for advertisers and publishers alike. It describes advertising formats which closely adapt their form and style to the editorial environment they appear in, intending to hide the commercial character of these ads. In two experimental studies, we test how advertising disclosures in native ads on news websites affect recipients’ attitudes towards a promoted brand in a short and long-term perspective. In addition, we explore persuasion through certain content features (i. e., message sidedness (...)
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  45.  52
    Religião e Ciência: sustentação e entraves acerca do debate.Andréia Christina Nascimento Dias - 2014 - Horizonte 12 (34):604-605.
    DIAS, Andréia Christina do Nascimento. Religião e Ciência: sustentação e entraves acerca do debate. 2014. Dissertação (Mestrado), Programa de Pós-graduação em Ciências da Religião, Pontifícia Universidade Católica de Minas Gerais, Belo Horizonte. Palavras-Chave: Religião. Ciência. Razão. Psicologia. Moral. Educação. Keywords : Religion. Science. Reason. Psychology. Morals. Education.
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  46.  18
    Rationalität im Gespräch: philosophische und theologische Perspektiven: Christoph Schwöbel zum 60. Geburtstag = Rationality in conversation: philosophical and theological perspectives.Christina Drobe, Dirk-Martin Grube, Alexander Kupsch, Paul Silas Peterson, Martin Wendte & Markus Mühlung (eds.) - 2016 - Leipzig: Evangelische Verlagsanstalt.
    English summary: It seems that reason is less a universal principle than something inherently bound to the contexts in which it appears. These contributions to a conference held on the occasion of Christoph Schwobel's 60th birthday explore the character of reason's manifold contexts: the grounding of reason in the inner word of God 's Trinitarian life as well as the disclosure of reason and and its limits in human conversation. German description: Vernunft scheint in der Gegenwart weniger ein allgemeines Prinzip (...)
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  47.  8
    Gkrizo panō sto gkrizo: ē Ho Panagiōtēs Kondylēs kai hē kritikē tou Diaphōtismou.Christina Stamatopoulou (ed.) - 2021 - Athēna: Enallaktikes Ekdoseis.
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  48.  8
    Focus meets motivation: When regulatory focus aligns with approach/avoidance motivation in creative processes.Christina Mühlberger, Paul Endrejat, Julius Möller, Daniel Herrmann, Simone Kauffeld & Eva Jonas - 2022 - Frontiers in Psychology 13.
    According to Regulatory Focus Theory, two systems determine our strategies to pursue goals – the promotion and the prevention system. Individuals with a dominant promotion system focus on achieving gains, i.e., promoters, and individuals with a dominant prevention system focus on avoiding losses, i.e., preventers. Regulatory Fit Theory suggests that a fit between this focus and the situation causes superior performance and makes individuals feel right. We transfer the fit idea to the interaction of dominant regulatory focus with motivational direction. (...)
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  49.  25
    Towards a Field Ontology.Christina Schneider - 2006 - Dialectica 60 (1):5-27.
    The aim of the present article is to make the notion of an ontology of fields mathematically rigorous. The conclusion will be that couching an ontology in terms of mathematical bundles and cross-sections (i.e. fields) both (1) captures many important intuitions of conventional ontologies, including the universal-particular paradigm, the connection of universals and their ‘instantiations’, and the notion of ‘possibility’, and (2) makes possible the framing of ontologies without ‘substrata’, bare particulars, and primitive particularizers (a goal that trope ontologies, for (...)
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  50.  4
    An inconvenient truth: Difficult problems rarely have easy solutions.Christina A. Roberto - 2023 - Behavioral and Brain Sciences 46:e173.
    Individual-level interventions are often interesting and easy to implement, but are unfortunately ill-equipped to solve most major global problems (e.g., climate change, financial insecurity, unhealthy eating). Resources spent developing, pursuing, and touting relatively ineffective i-frame interventions draw resources away from the development and implementation of more effective s-frame solutions. Behavioral scientists who want to develop solutions to the world's biggest problems should focus their efforts on s-frame solutions.
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