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Publications Found: 165 · Show All Abstracts · Highlight Matches

Adams F. & Aizawa K. (2009) Why the mind is still in the head. In: Robbins P. & Aydede M. (eds.) The Cambridge handbook of situated cognition. Cambridge University Press, Cambridge: 78–95.
Alhadeff-Jones M. (2009) Revisiting educational research through Morin’s paradigm of complexity. Complicity: An International Journal of Complexity and Education 6(1): 61–70. Fulltext at http://cepa.info/332
Armezzani M. (2009) How to understand consciousness: The strength of the phenomenological method. World Futures 65(2): 101–110. Fulltext at http://cepa.info/3968
Asaro P. M. (2009) Information and regulation in robots, perception and consciousness: Ashby’s embodied minds. International Journal of General Systems 38(2): 111–128. Fulltext at http://cepa.info/348
Auvray M., Lenay C. & Stewart J. (2009) Perceptual interactions in a minimalist virtual environment. New Ideas in Psychology 27: 32–47. Fulltext at http://cepa.info/478
Averbeck-Lietz S. (2009) Konstruktivismus in der deutschen und französischen Kommunikationswissenschaft. In: Schulz P. J., Hartung U. & Keller S. (eds.) Identität und Vielfalt der Kommunikationswissenschaft. UVK, Konstanz: 65-87.
Barandiaran X., Rohde M. & Di Paolo E. A. (2009) Defining agency: Individuality, normativity, asymmetry and spatio-temporality in action. Adaptive Behavior 17: 367–386. Fulltext at http://cepa.info/324
Barbieri M. (2009) A short history of biosemiotics. Biosemiotics 2(2): 221–245. Fulltext at http://cepa.info/4716
Barwell R. (2009) Researchers’ descriptions and the construction of mathematical thinking. Educational Studies in Mathematics 72(2): 255–269. Fulltext at http://cepa.info/3731
Baviskar S. N., Hartle R. T. & Whitney T. (2009) Essential criteria to characterize constructivist teaching: Derived from a review of the literature and applied to five constructivist‐teaching method articles. International Journal of Science Education 31(4): 541–550. Fulltext at http://cepa.info/4665
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