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  1. The Gender Similarities Hypothesis.Janet Shibley Hyde - 2005 - American Psychologist 60 (6):581-592.
    The differences model, which argues that males and females are vastly different psychologically, dominates the popular media. Here, the author advances a very different view, the gender similarities hypothesis, which holds that males and females are similar on most, but not all, psychological variables. Results from a review of 46 meta-analyses support the gender similarities hypothesis. Gender differences can vary substantially in magnitude at different ages and depend on the context in which measurement occurs. Overinflated claims of gender differences carry (...)
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  • An alternative model for language acquisition.Euclid O. Smith - 1979 - Behavioral and Brain Sciences 2 (3):397-397.
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  • Protocultural factors in a constructionist approach to intellectual evolution.Howard E. Gruber - 1979 - Behavioral and Brain Sciences 2 (3):386-387.
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  • Does development tell us about evolution?G. Ettlinger - 1979 - Behavioral and Brain Sciences 2 (3):384-384.
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  • No Pain, No Gain (in Darwinian Fitness): A Representational Account of Affective Experience.Benjamin Kozuch - 2020 - Erkenntnis 85 (3):693-714.
    Reductive representationalist theories of consciousness are yet to produce a satisfying account of pain’s affective component, the part that makes it painful. The paramount problem here is that that there seems to be no suitable candidate for what affective experience represents. This article suggests that affective experience represents the Darwinian fitness effects of events. I argue that, because of affective experience’s close association with motivation, natural selection will work to bring affect into covariance with the average fitness effects of types (...)
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  • Ontogeny does not always recapitulate phylogeny.Charles T. Snowdon & Jeffrey A. French - 1979 - Behavioral and Brain Sciences 2 (3):397-398.
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  • Normative data for iq, height and head circumference for children in saudi arabia.Adel A. Batterjee, Omar Khaleefa, Khalil Ashaer & Richard Lynn - 2013 - Journal of Biosocial Science 45 (4):451-459.
    SummaryNormative data are reported for intelligence, height and head circumference for a sample of 1553 6- to 15-year-olds in Saudi Arabia, and for the correlations between these variables. Intelligence was tested with the Standard Progressive Matrices, on which the Saudi sample obtained a British IQ of 76.2. There were no significant differences in means between boys and girls and differences in variability were inconsistent. The heights of the Saudi sample were generally lower than those of the American norms. The differences (...)
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  • A Genealogical Analysis of the Concept of ‘Good’ Teaching: A Polemic.Steven A. Stolz - 2018 - Journal of Philosophy of Education 52 (1):144-162.
    In this essay I intentionally employ Nietzsche's genealogical method as a means to critique the complex concept of ‘good’ teaching, and at the same time reconstitute ‘good’ teaching in a form that is radically different from contemporary accounts. In order to do this, I start out by undertaking a genealogical analysis to both reveal the complicated historical development of ‘good’ teaching and also disentangle the intertwining threads that remain hidden from us so we are aware of the core threads that (...)
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  • Progress and degeneration in the 'IQ debate' (II).Peter Urbach - 1974 - British Journal for the Philosophy of Science 25 (3):235-259.
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  • On the development of sign systems in primates.V. V. Ivanov - 1979 - Behavioral and Brain Sciences 2 (3):388-389.
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  • Graphic skills, posture, and the evolution of intelligence.Liliane Lurçat - 1979 - Behavioral and Brain Sciences 2 (3):392-393.
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  • Panselectionist pitfalls in Parker & Gibson's model for the evolution of intelligence.Stephen Jay Gould - 1979 - Behavioral and Brain Sciences 2 (3):385-386.
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  • Resources for Research on Analogy: A Multi-disciplinary Guide.Marcello Guarini, Amy Butchart, Paul Simard Smith & Andrei Moldovan - 2009 - Informal Logic 29 (2):84-197.
    Work on analogy has been done from a number of disciplinary perspectives throughout the history of Western thought. This work is a multidisciplinary guide to theorizing about analogy. It contains 1,406 references, primarily to journal articles and monographs, and primarily to English language material. classical through to contemporary sources are included. The work is classified into eight different sections (with a number of subsections). A brief introduction to each section is provided. Keywords and key expressions of importance to research on (...)
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  • Transfer of Motor Learning Is More Pronounced in Proximal Compared to Distal Effectors in Upper Extremities.Tore K. Aune, Morten A. Aune, Rolf P. Ingvaldsen & Beatrix Vereijken - 2017 - Frontiers in Psychology 8.
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  • How Mid-19th Century North American Teachers Described Students' Mind, Mental Ability, and Learning.Jake Stone - forthcoming - Journal of Thought.
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  • A developmental model for the evolution of language and intelligence in early hominids.Sue Taylor Parker & Kathleen Rita Gibson - 1979 - Behavioral and Brain Sciences 2 (3):367-381.
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  • Assumptions about hominid “intelligence” and “language.”.John T. Lamendella - 1979 - Behavioral and Brain Sciences 2 (3):391-392.
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  • Must an Educated Being Be a Human Being?Robert D. Heslep - 2009 - Studies in Philosophy and Education 28 (4):329-349.
    This paper argues that an educated being logically does not have to be a human. Philosophers analyzing the concept of education have reached a consensual notion of the matter; but in applying that idea, they have barely discussed whether or not human beings are the only entities that may be educated. Using their notion as the core of a heuristic conception of education, this paper attempts to show that in some contexts it might make sense to predicate education of certain (...)
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  • The evolution of intelligence: rehabilitation of recapitulation?Jan Wind - 1979 - Behavioral and Brain Sciences 2 (3):398-399.
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  • Chimpanzees and protolanguage.Sue Savage-Rumbaugh, Duane M. Rumbaugh & Sally Boysen - 1979 - Behavioral and Brain Sciences 2 (3):396-397.
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  • How the child got his stages.S. T. Parker & K. R. Gibson - 1979 - Behavioral and Brain Sciences 2 (3):399-407.
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  • Does Habit Interference Explain Moral Failure?James Bernard Murphy - 2015 - Review of Philosophy and Psychology 6 (2):255-273.
    Social psychologists have performed many well-known experiments demonstrating that experimental subjects will perform in ways that are normatively inconsistent even across very similar situations. Situationist social psychologists and philosophers have often interpreted these findings to imply that most people lack general moral dispositions. These situationists have argued that our moral dispositions are at best narrowly local traits; they often describe our moral characters as fragmented. In this paper, I offer an alternative hypothesis for the same experimental results. I argue that (...)
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  • Habitat and the adaptiveness of primate intelligence.W. C. McGrew - 1979 - Behavioral and Brain Sciences 2 (3):393-393.
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  • Multimedia Knowledge and Culture Production: On the Possibility of a Critical and Ethical Pedagogy Resulting From the Current Push for Technology in the Classroom.David S. McCurry - 2000 - Bulletin of Science, Technology and Society 20 (2):100-105.
    Demands for standardization and accountability as systemic cures for perceived ills in the education system are paralleled by a public and private sector promotion of technology integration as one pedagogical solution. The general critique of education and of technology in society has developed as two related yet separate threads in critical inquiry and discussion. As electronic forms of media and communication are becoming pervasive in society in general, solutions to long-standing educational dilemmas that mirror problems in society at large need (...)
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  • Data for a theory of language origins.Alexander Marshack - 1979 - Behavioral and Brain Sciences 2 (3):394-396.
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  • Doubts about the form of development.John Macnamara - 1979 - Behavioral and Brain Sciences 2 (3):393-394.
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  • Intelligence in taiwan: Progressive matrices means and sex differences in means and variances for 6- to 17-year-Olds.Richard Lynn, Hsin-yi Chen & Yung-hua Chen - 2011 - Journal of Biosocial Science 43 (4):469-474.
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  • Origins of language: a proposed moratorium.Melvin Konner - 1979 - Behavioral and Brain Sciences 2 (3):391-391.
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  • The evolution of intelligence: making assumptions explicit and hypotheses testable.J. Kitahara-Frisch - 1979 - Behavioral and Brain Sciences 2 (3):390-391.
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  • Feeding versus social factors in cognitive evolution: can't we have it both ways?Alison Jolly - 1979 - Behavioral and Brain Sciences 2 (3):389-390.
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  • Evolutionary hypotheses.Glynn L. Isaac - 1979 - Behavioral and Brain Sciences 2 (3):388-388.
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  • Some complexities in the evolution of language.Gordon W. Hewes - 1979 - Behavioral and Brain Sciences 2 (3):387-388.
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  • An evolutionary perspective of the family.Harold D. Fishbein - 1979 - Behavioral and Brain Sciences 2 (3):384-385.
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  • Reconstruction of the Parker/Gibson “model” for the evolution of intelligence.William Orr Dingwall - 1979 - Behavioral and Brain Sciences 2 (3):383-384.
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  • The gestural abilities of apes.Suzanne Chevalier-Skolnikoff - 1979 - Behavioral and Brain Sciences 2 (3):382-383.
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  • Recapitulationism, Piaget, and the evolution of intelligence: déjà vu.Charles J. Brainerd - 1979 - Behavioral and Brain Sciences 2 (3):381-382.
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  • Social justice in education: how the function of selection in educational institutions predicts support for egalitarian assessment practices.Frédérique Autin, Anatolia Batruch & Fabrizio Butera - 2015 - Frontiers in Psychology 6.
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