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  1. Daydreaming as spontaneous immersive imagination: A phenomenological analysis.Emily Lawson & Evan Thompson - 2024 - Philosophy and the Mind Sciences 5 (1):1-34.
    Research on the specific features of daydreaming compared with mind-wandering and night dreaming is a neglected topic in the philosophy of mind and the cognitive neuroscience of spontaneous thought. The extant research either conflates daydreaming with mind-wandering (whether understood as task-unrelated thought, unguided attention, or disunified thought), characterizes daydreaming as opposed to mind-wandering (Dorsch, 2015), or takes daydreaming to encompass any and all “imagined events” (Newby-Clark & Thavendran, 2018). These dueling definitions obstruct future research on spontaneous thought, and are insufficiently (...)
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  2.  39
    Courageous Love: K. C. Bhattacharyya on the Puzzle of Painful Beauty.Emily Lawson & Dominic Mciver Lopes - 2024 - Journal of the American Philosophical Association 2024:1-16.
    In the 1930s, the Bengali philosopher K. C. Bhattacharyya proposed a new theory of rasa, or aesthetic emotion, according to which aesthetic emotions are feelings that have other feelings as their intentional objects. This paper articulates how Bhattacharyya’s theory offers a novel solution to the puzzle of how it is both possible and rational to enjoy the kind of negative emotions that are inspired by tragic and sorrowful tales. The new solution is distinct from the conversion and compensation views that (...)
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    English Word and Pseudoword Spellings and Phonological Awareness: Detailed Comparisons From Three L1 Writing Systems.Katherine I. Martin, Emily Lawson, Kathryn Carpenter & Elisa Hummer - 2020 - Frontiers in Psychology 11.
    Spelling is a fundamental literacy skill facilitating word recognition and thus higher-level reading abilities via its support for efficient text processing (Adams, 1990; Joshi et al., 2008; Perfetti and Stafura, 2014). However, relatively little work examines second language (L2) spelling in adults, and even less work examines learners from different first language (L1) writing systems. This is despite the fact that the influence of L1 writing system on L2 literacy skills is well documented (Hudson, 2007; Koda and Zehler, 2008; Grabe, (...)
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