Key word "individual differences"

Publications Found: 9 · Show All Abstracts

Davis C. P., Yee E. & Inge-Eigsti M. (2022) Beyond the social domain: Autism spectrum traits and the embodiment of manipulable object concepts. In: Macrine S. L. & Fugate J. M. B. (eds.) Movement matters: How embodied cognition informs teaching and learning. MIT Press, Cambridge MA: 275–290. Fulltext at
Gozli D. G. (2017) The Lackluster Role of Misperceptions in an Enactivist Paradigm. Constructivist Foundations 13(1): 133–135. Fulltext at
Heavey C. L. & Hurlburt R. T. (2008) The phenomena of inner experience. Consciousness and Cognition 17(3): 798–810. Fulltext at
Hovhannisyan G. & Vervaeke J. (2021) Enactivist big five theory. Phenomenology and the Cognitive Sciences Online first. Fulltext at
Niaz M. (1991) Role of the epistemic subject in Piaget’s genetic epistemology and its importance for science education. Journal of Research in Science Teaching 28(7): 569–580.
Niaz M. (1992) From Piaget’s epistemic subject to Pascual-Leone’s metasubject: Epistemic transition in the constructivist-rationalist theory of cognitive development. International Journal of Psychology 27: 443–457.
Reinerman-Jones L., Sollins B., Gallagher S. & Janz B. (2013) Neurophenomenology: An integrated approach to exploring awe and wonder. South African Journal of Philosophy 32(4): 295–309.
Scott B. (2001) Conversation theory: A constructivist, dialogical approach to educational technology. Cybernetics & Human Knowing 8(4): 25–46. Fulltext at
Todd R. M., Cunningham W. A., Anderson A. K. & Thompson E. (2012) Affect-Biased Attention as Emotion Regulation. Trends in Cognitive Sciences 16(7): 365–372. Fulltext at
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