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  1. Physics and spirituality: the next grand unification?Brian Josephson - 1987 - Physics Education 22:15–19.
    This paper argues that there is no good reason to suppose that the current physical laws represent the end of the road for science. Taking due account of experience, and especially mystical experience, may lead to an extension of science involving a synthesis of scientific and spiritual knowledge.
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  • Re‐Presentations of Space in Hollywood Movies: An Event‐Indexing Analysis.James Cutting & Catalina Iricinschi - 2015 - Cognitive Science 39 (2):434-456.
    Popular movies present chunk-like events that promote episodic, serial updating of viewers’ representations of the ongoing narrative. Event-indexing theory would suggest that the beginnings of new scenes trigger these updates, which in turn require more cognitive processing. Typically, a new movie event is signaled by an establishing shot, one providing more background information and a longer look than the average shot. Our analysis of 24 films reconfirms this. More important, we show that, when returning to a previously shown location, the (...)
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  • The applicability of Piagetian concepts to animals.Adriaan Kortlandt - 1989 - Behavioral and Brain Sciences 12 (3):601-601.
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  • Using behavior to explain behavior.Marc N. Branch - 1989 - Behavioral and Brain Sciences 12 (3):594-595.
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  • Tool use in cebus monkeys: Moving from orthodox to neo-Piagetian analyses.Kathleen R. Gibson - 1989 - Behavioral and Brain Sciences 12 (3):598-599.
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  • Childhood, Growth, and Dependency in Liberal Political Philosophy.Laura Wildemann Kane - 2016 - Hypatia 31 (1):156-170.
    Political philosophy presents a static conception of childhood as a state of lack, a condition where intellectual, physical, and moral capacities are undeveloped. This view, referred to by David Kennedy as the deficit view of childhood, is problematic because it systematically disparages certain universal features of humanity—dependency and growth—and incorrectly characterizes them as features of childhood only. Thus there is a strict separation between childhood and adulthood because adults are characterized as fully autonomous agents who have reached the end of (...)
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  • What's the tool and where's the goal?Kim A. Barda & Jacques Vauclair - 1989 - Behavioral and Brain Sciences 12 (3):590-591.
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  • Cognition as cause.Michael Tomasello - 1989 - Behavioral and Brain Sciences 12 (3):607-608.
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  • Apples and oranges: The pitfalls of comparative intelligence.Anne Savage & Charles T. Snowdon - 1989 - Behavioral and Brain Sciences 12 (3):605-606.
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  • Is intelligent behavior a directly observable phenomenon?E. W. Menzel - 1989 - Behavioral and Brain Sciences 12 (3):603-604.
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  • Cebus uses tools, but what about representation? Comparative evidence for generalized cognitive structures.Patricia M. Greenfield - 1989 - Behavioral and Brain Sciences 12 (3):599-600.
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  • Does a Piagetian description work?Leah E. Adams-Curtis - 1989 - Behavioral and Brain Sciences 12 (3):588-588.
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  • Primate tool use: But what about their brains?Dean Falk - 1989 - Behavioral and Brain Sciences 12 (3):595-596.
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  • Advanced sensorimotor intelligence in Cebus and Macaca.Gregory Charles Westergaard & Gene P. Sackett - 1989 - Behavioral and Brain Sciences 12 (3):609-610.
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  • Does “spontaneous” behavior require “cognitive special creation”?John D. Baldwin - 1989 - Behavioral and Brain Sciences 12 (3):589-590.
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  • The right tools for the job?Mark Johnson & Annette Karmiloff-Smith - 1989 - Behavioral and Brain Sciences 12 (3):600-600.
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  • Primate tool use: Parsimonious explanations make better science.Elisabetta Visalberghi - 1989 - Behavioral and Brain Sciences 12 (3):608-609.
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  • Tool use in monkeys.Sue Savage-Rumbaugh, Karen Brakke & Krista Wilkinson - 1989 - Behavioral and Brain Sciences 12 (3):606-607.
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  • Tool use in birds: An avian monkey wrench?Irene M. Pepperberg - 1989 - Behavioral and Brain Sciences 12 (3):604-605.
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  • Imitation and derivative reactions.Sue Taylor Parker - 1989 - Behavioral and Brain Sciences 12 (3):604-604.
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  • Tool use implies sensorimotor skill: But differences in skills do not imply differences in intelligence.Euan M. Macphail - 1989 - Behavioral and Brain Sciences 12 (3):602-603.
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  • Piagetian stages and the anagenetic study of cognitive evolution.Timothy D. Johnston - 1989 - Behavioral and Brain Sciences 12 (3):600-601.
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  • Tool use, imitation, and insight: Apples, oranges, and conceptual pea soup.Dorothy M. Fragaszy - 1989 - Behavioral and Brain Sciences 12 (3):596-598.
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  • Tool use in Cebus: Its relation to object manipulation, the brain, and ecological adaptations.Suzanne Chevalier-Skolnikoff - 1989 - Behavioral and Brain Sciences 12 (3):610-627.
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  • Spontaneous tool use and sensorimotor intelligence in Cebus compared with other monkeys and apes.Suzanne Chevalier-Skolnikoff - 1989 - Behavioral and Brain Sciences 12 (3):561-588.
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  • Cognitive explanations: Plausibility is not enough.Irwin S. Bernstein - 1989 - Behavioral and Brain Sciences 12 (3):593-594.
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  • Tools, terms, and telencephalons: Neural correlates of “complex’ and “intelligent” behavior”.Marc Bekoff - 1989 - Behavioral and Brain Sciences 12 (3):591-593.
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  • On the contents of capuchins' cognitive toolkit.James R. Anderson - 1989 - Behavioral and Brain Sciences 12 (3):588-589.
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