Results for 'Connie F. St Andrie'

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  1.  21
    Academic performance in reading a text as related to course grades: Student performance when studying is impossible.Russell Eisenman, Cam L. Melville & Connie F. St Andrie - 1992 - Bulletin of the Psychonomic Society 30 (6):511-512.
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  2.  91
    Characteristics of dissociable human learning systems.David R. Shanks & Mark F. St John - 1994 - Behavioral and Brain Sciences 17 (3):367-395.
    A number of ways of taxonomizing human learning have been proposed. We examine the evidence for one such proposal, namely, that there exist independent explicit and implicit learning systems. This combines two further distinctions, between learning that takes place with versus without concurrent awareness, and between learning that involves the encoding of instances versus the induction of abstract rules or hypotheses. Implicit learning is assumed to involve unconscious rule learning. We examine the evidence for implicit learning derived from subliminal learning, (...)
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  3.  35
    A proposal to establish an office of healthcare education in ethics and law (HEEAL).Connie Zuckerman & Stuart F. Spicker - 1994 - HEC Forum 6 (3):127-138.
  4.  21
    Neither context updating nor context closure corresponds closely to human performance concepts.Andries F. Sanders & Wilfried Collet - 1988 - Behavioral and Brain Sciences 11 (3):395.
  5. The effects of input modality and vocalization at presentation on intratrial rehearsal.Andries F. Sanders & Stanley M. Moss - 1973 - In S. Kornblum (ed.), Attention and Performance. , Vol 4. pp. 4--411.
  6.  30
    Moral dilemmas and conflicts concerning patients in a vegetative state/unresponsive wakefulness syndrome: shared or non-shared decision making? A qualitative study of the professional perspective in two moral case deliberations.Conny A. M. F. H. Span-Sluyter, Jan C. M. Lavrijsen, Evert van Leeuwen & Raymond T. C. M. Koopmans - 2018 - BMC Medical Ethics 19 (1):1-12.
    Patients in a vegetative state/ unresponsive wakefulness syndrome (VS/UWS) pose ethical dilemmas to those involved. Many conflicts occur between professionals and families of these patients. In the Netherlands physicians are supposed to withdraw life sustaining treatment once recovery is not to be expected. Yet these patients have shown to survive sometimes for decades. The role of the families is thought to be important. The aim of this study was to make an inventory of the professional perspective on conflicts in long-term (...)
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  7.  12
    Learning and applying contextual constraints in sentence comprehension.Mark F. St John & James L. McClelland - 1990 - Artificial Intelligence 46 (1-2):217-257.
  8.  9
    Evidence for retroactive interference in recognition from reaction time.Andries F. Sanders, Leslie Whitaker & Charles N. Cofer - 1974 - Journal of Experimental Psychology 102 (6):1126.
  9.  36
    How specific and common is common coding?Andries F. Sanders - 2001 - Behavioral and Brain Sciences 24 (5):903-905.
    This commentary addresses three points. First, it is argued that the common coding principles, as developed in the target article, may supplement rather than replace stage views of human information processing. Second, the issue of the properties of an event code is briefly discussed. It is concluded that much remains to be specified so as to allow critical tests. Finally, the question of the limits of common coding is raised. It may be particularly relevant to direct perception and action coupling (...)
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  10. Characteristics of dissociable human learning systems.David R. Shanks & Mark F. St John - 1994 - Behavioral and Brain Sciences 17 (3):367-447.
    A number of ways of taxonomizing human learning have been proposed. We examine the evidence for one such proposal, namely, that there exist independent explicit and implicit learning systems. This combines two further distinctions, (1) between learning that takes place with versus without concurrent awareness, and (2) between learning that involves the encoding of instances (or fragments) versus the induction of abstract rules or hypotheses. Implicit learning is assumed to involve unconscious rule learning. We examine the evidence for implicit learning (...)
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  11.  51
    Rendering clinical psychology an evidence‐based scientific discipline: a case study.Drozdstoj St Stoyanov, Peter K. Machamer & Kenneth F. Schaffner - 2012 - Journal of Evaluation in Clinical Practice 18 (1):149-154.
  12.  7
    Planning control rules for reactive agents.F. Kabanza, M. Barbeau & R. St-Denis - 1997 - Artificial Intelligence 95 (1):67-113.
  13.  17
    East Meets West: Michel Butor's "Dans les flammes".F. C. St Aubyn - 1976 - Substance 5 (15):222.
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  14.  8
    Die pendule subjektiwiteit-objektiwiteit in die teologie van Theuns Dreyer – ’n dialoog.Andries G. Van Aarde & Theuns F. J. Dreyer - 2011 - HTS Theological Studies 67 (3).
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  15.  18
    On theories of belief bias in syllogistic reasoning.Gary F. Marcus, Jane Oakhill, Alan Garnham, Stephen E. Newstead, Jonathan St Bt Evans, Kimj Vicente, William F. Brewer, Jc Marshall, Karen Emmorey & Stephen M. Kosslyn - 1993 - Cognition 46 (1):87-92.
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  16. A practical checklist for return of results from genomic research in the European context.Danya F. Vears, Signe Mežinska, Nina Hallowell, Heidi Beate Hallowell, Bridget Ellul, Therese Haugdahl Nøst, , Berge Solberg, Angeliki Kerasidou, Shona M. Kerr, Michaela Th Mayrhofer, Elizabeth Ormondroyd, Birgitte Wirum Sand & Isabelle Budin-Ljøsne - 2023 - European Journal of Human Genetics 1:1-9.
    An increasing number of European research projects return, or plan to return, individual genomic research results (IRR) to participants. While data access is a data subject’s right under the General Data Protection Regulation (GDPR), and many legal and ethical guidelines allow or require participants to receive personal data generated in research, the practice of returning results is not straightforward and raises several practical and ethical issues. Existing guidelines focusing on return of IRR are mostly project-specific, only discuss which results to (...)
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  17.  47
    What Matters to the Parents? a qualitative study of parents' experiences with life-and-death decisions concerning their premature infants.Berit Støre Brinchmann, Reidun Førde & Per Nortvedt - 2002 - Nursing Ethics 9 (4):388-404.
    The aim of this article is to generate knowledge about parents’ participation in life-and-death decisions concerning their very premature and/or critically ill infants in hospital neonatal units. The question is: what are parents’ attitudes towards their involvement in such decision making? A descriptive study design using in-depth interviews was chosen. During the period 1997-2000, 20 qualitative interviews with 35 parents of 26 children were carried out. Ten of the infants died; 16 were alive at the time of the interview. The (...)
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  18.  20
    Implicit learning: What does it all mean?David R. Shanks & Mark F. St John - 1996 - Behavioral and Brain Sciences 19 (3):557-558.
    In the original target article (Shanks & St. John 1994), one of our principal conclusions was that there is almost no evidence that learning can occur outside awareness. The continuing commentaries raise some interesting questions, especially about the definition of learning, but do not lead us to abandon our conclusion.
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  19.  19
    The output code of a visual fixation.Lidewij L. van Duren & Andries F. Sanders - 1992 - Bulletin of the Psychonomic Society 30 (4):305-308.
  20.  32
    How should implicit learning be characterized?David R. Shanks & Mark F. St John - 1994 - Behavioral and Brain Sciences 17 (3):427-447.
  21. St. Albert, patron of scientists.F. Sherwood Taylor - 1950 - Oxford: Blackfriars.
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  22.  18
    Colloquium on Youth Day 16 June 2017: The Commission of Faith and Order of the World Council of Churches in association with the Faculty of Theology of the University of Pretoria and its centennial celebration in 2017. [REVIEW]Andries G. Van Aarde, L. Wiseman Nkuhlu, Johan Buitendag, Olav F. Tveit, Jerry Pillay, Mary Anne Plaatjies Van Huffel, Gustav Claassen & André Ungerer - 2017 - HTS Theological Studies 73 (1).
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  23. Bellugi, Ursula, 139 Berent, Iris, 203.William F. Brewer, Laura A. Carlson-Radvansky, G. Cossu, Catharine H. Echols, Karen Emmorey, Jonathan St B. T. Evans, Alan Garnham, David E. Irwin, John J. Kim & Stephen M. Kosslyn - 1993 - Cognition 46:299.
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  24. Behaviorism, and realism, 233 Berkeley, 206 Bernoulli, 125, 126 Bias, its role in selection of events, 32 Biological approach to development, 90, 91. [REVIEW]M. Ainsworth, St Augustine, F. Bacon, A. Bandura, D. Baumrind, E. G. Boring, J. Bowlby, T. Brake, S. Brent & O. G. Brim - 1983 - In Richard M. Lerner (ed.), Developmental psychology: historical and philosophical perspectives. Hillsdale, N.J.: L. Erlbaum Associates. pp. 267.
     
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  25.  24
    Of the Education of the Poor: Being the First Part of a Digest of the Reports of the Society for Bettering the Conditions of the PoorThe Education of the People.A. C. F. Beales, Thomas Bernard & J. A. St John - 1971 - British Journal of Educational Studies 19 (1):98.
  26.  35
    Habituation, retention, and perseveration characteristics of direct waking suggestion.Everett F. Patten, St Clair A. Switzer & Clark L. Hull - 1932 - Journal of Experimental Psychology 15 (5):539.
  27.  10
    Spatial accuracy and programming of movement velocity.Will A. C. Spijkers & Andries F. Sanders - 1984 - Bulletin of the Psychonomic Society 22 (6):531-534.
  28.  14
    Resultaten van onderzoek naar effecten van overheidsbeleid.Andries Hoogerwerf - 1979 - Res Publica 21 (3):427-441.
    This article gives a survey of results of research concerning effects of public policy in the Netherlands. This survey is preceded by a summary of some important American projects.The Dutch research reported concerns effects of educational and housing policy on income distribution, effects of sururbanization policy, participation policy, and still other policies.In both countries the dominant conclusion is that the goals of public policy are at least partially realized by the means chosen. However, the conclusion that the welf are state (...)
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  29. Peer review versus editorial review and their role in innovative science.Nicole Zwiren, Glenn Zuraw, Ian Young, Michael A. Woodley, Jennifer Finocchio Wolfe, Nick Wilson, Peter Weinberger, Manuel Weinberger, Christoph Wagner, Georg von Wintzigerode, Matt Vogel, Alex Villasenor, Shiloh Vermaak, Carlos A. Vega, Leo Varela, Tine van der Maas, Jennie van der Byl, Paul Vahur, Nicole Turner, Michaela Trimmel, Siro I. Trevisanato, Jack Tozer, Alison Tomlinson, Laura Thompson, David Tavares, Amhayes Tadesse, Johann Summhammer, Mike Sullivan, Carl Stryg, Christina Streli, James Stratford, Gilles St-Pierre, Karri Stokely, Joe Stokely, Reinhard Stindl, Martin Steppan, Johannes H. Sterba, Konstantin Steinhoff, Wolfgang Steinhauser, Marjorie Elizabeth Steakley, Chrislie J. Starr-Casanova, Mels Sonko, Werner F. Sommer, Daphne Anne Sole, Jildou Slofstra, John R. Skoyles, Florian Six, Sibusio Sithole, Beldeu Singh, Jolanta Siller-Matula, Kyle Shields, David Seppi, Laura Seegers, David Scott, Thomas Schwarzgruber, Clemens Sauerzopf, Jairaj Sanand, Markus Salletmaier & Sackl - 2012 - Theoretical Medicine and Bioethics 33 (5):359-376.
    Peer review is a widely accepted instrument for raising the quality of science. Peer review limits the enormous unstructured influx of information and the sheer amount of dubious data, which in its absence would plunge science into chaos. In particular, peer review offers the benefit of eliminating papers that suffer from poor craftsmanship or methodological shortcomings, especially in the experimental sciences. However, we believe that peer review is not always appropriate for the evaluation of controversial hypothetical science. We argue that (...)
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  30.  6
    The Justification of Punishment.J. E. McTaggart, Jeremy Bentham, H. Rashdall, T. L. S. Sprigge, John Austin, John Rawls, Richard Brandt, Immanuel Kant, G. W. F. Hegel, F. H. Bradley, G. E. Moore, Herbert Morris, H. J. McCloskey, St Thomas Aquinas, K. G. Armstrong, A. C. Ewing, D. Daiches Raphael, H. L. A. Hart & J. D. Mabbott - 2015 - In Gertrude Ezorsky (ed.), Philosophical Perspectives on Punishment, Second Edition. State University of New York Press. pp. 35-181.
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  31.  12
    Reflections.Ellen Key, Albert Einstein, F. J.. E. Woodbridge, St Augustine & William Butler Yeats - 1980 - Thinking: The Journal of Philosophy for Children 2 (1):14-16.
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  32.  24
    Boekbesprekingen.J. De Fraine, P. van Doornik, J. -M. Tison, P. Fransen, C. Traets, S. Trooster, J. de Fraine, St Raes, J. Appleyard, J. Kerkhofs, F. Bossuyt, L. Bakker, L. Monden, M. De Tollenaere, A. van Kol, L. Braeckmans, P. Grootens, M. Dierickx, J. Van Torre, J. Vercruysse, W. Boelens, C. Verhaak, J. Kijm, F. Vandenbussche, L. Van Bladel, L. Vander Kerken, Cl Beukers, F. De Graeve, J. Vanneste, H. Hoefnagels & P. Penning de Vries - 1965 - Bijdragen 26 (2):227-256.
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  33. ST La crise des sciences et son interprétation dans les théories philosophiques de la science.F. Novosad - 1985 - Filozofia 40 (5):546-552.
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  34.  5
    St. Thomas Aquinas. [REVIEW]F. A. Walsh - 1935 - New Scholasticism 9 (1):91-92.
  35.  23
    St. Thomas Aquinas. [REVIEW]F. A. Walsh - 1935 - New Scholasticism 9 (1):91-92.
  36.  1
    Th. St. Tzannetatos, Tὸ πραϰτιϰὸν τη̃ς Λατινιϰπ̃ς ἐπισϰοπη̃ς Κεφαλληνίας του̃ 1264 ϰαὶ ἡ ἐπιτομὴ αυ̕του̃.F. Thiriet - 1967 - Byzantinische Zeitschrift 60 (2):323-325.
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  37.  14
    The Seal of st. nectan.F. Wormald - 1938 - Journal of the Warburg Institute 2 (1):70-71.
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  38. St. Paul in Macedonia, 3, The Philippian Correspondence.F. F. Bruce - 1980 - Bulletin of the John Rylands Library 63 (2):270.
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  39. L'augustinisme de St François d'Assise.F. De Beer - 1990 - Revista Agustiniana 31 (95):417-504.
     
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  40.  20
    St. Francis and the birds of the apocalypse.F. D. Klingender - 1953 - Journal of the Warburg and Courtauld Institutes 16 (1/2):13-23.
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  41.  6
    STS Education Research Roundtable.F. Jenkins, J. A. Bernardo, E. J. Zielinski, S. J. B. Westby, F. A. Staley, M. O. Thirunarayanan & Peter A. Rubba - 1987 - Bulletin of Science, Technology and Society 7 (5-6):952-957.
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  42.  6
    STS Education Research Roundtable.F. Jenkins, J. A. Bernardo, E. J. Zielinski, S. J. B. Westby, F. A. Staley, M. O. Thirunarayanan & Peter A. Rubba - 1987 - Bulletin of Science, Technology and Society 7 (3-4):952-957.
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  43.  8
    St Paul in Rome.F. F. Bruce - 1964 - Bulletin of the John Rylands Library 46 (2):326-345.
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  44.  2
    St Paul in Rome. 4 The Epistle to the Ephesians.F. F. Bruce - 1966 - Bulletin of the John Rylands Library 49 (1):69-90.
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  45.  21
    Sümeniyye Fırkası ve İslam Âlimleriyle Polemikleri.Abdulvasıf Eraslan - 2020 - van İlahiyat Dergisi 8 (12):69-86.
    İslam’ın bilgi kaynakları Kur’ân, Sünnet ve icmâ’dır. Bunların tamamı aynı zamanda "haber" kategorisinde yer almaktadır. İslam âlimlerinin ittifakıyla bilgi kaynağı olarak kabul edilen haber kısmı ise "mütevâtir haber"dir. İlk dönemlerinden itibaren haberi bilgi kaynağı olarak kabul etmeyen ve bu konuda Müslüman âlimlerle çeşitli polemiklere giren bazı kesimler olmuştur. Bunların başında es-Sümeniyye fırkası gelmektedir. Bu fırkanın hangi kavim veya millet/milletler olduğu yönünde bazı araştırmalar yapılmıştır. Ancak bu çalışmaların söz konusu fırkanın hüviyeti ve bilgi kaynaklarına dair görüşleri hakkında yeterli düzeyde olduğu söylenemez. (...)
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  46.  15
    A heathenish Fountain in st. Wolfgang.F. Saxl - 1937 - Journal of the Warburg Institute 1 (2):182-183.
  47.  40
    St Catherine of siena's theology of eucharist.Susan F. Parsons - 2003 - Heythrop Journal 44 (4):456–467.
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  48.  9
    St Catherine of Siena's Theology of Eucharist.Susan F. Parsons - 2003 - Heythrop Journal 44 (4):456-467.
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  49. ed. The Confessions of St. Augustine.F. Sheed - 1944 - Philosophical Review 53:609.
     
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  50.  19
    St. Thomas Aquinas, quodlibetal questions 1 and.John F. Wippel - 1985 - Journal of the History of Philosophy 23 (4):585-586.
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