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Danielle Matthews [11]Daniel Matthews [7]Danielle E. Matthews [3]Dan Matthews [2]
  1. Adaptationism – how to carry out an exaptationist program.Paul W. Andrews, Steven W. Gangestad & Dan Matthews - 2002 - Behavioral and Brain Sciences 25 (4):489-504.
    1 Adaptationism is a research strategy that seeks to identify adaptations and the specific selective forces that drove their evolution in past environments. Since the mid-1970s, paleontologist Stephen J. Gould and geneticist Richard Lewontin have been critical of adaptationism, especially as applied toward understanding human behavior and cognition. Perhaps the most prominent criticism they made was that adaptationist explanations were analogous to Rudyard Kipling's Just So Stories. Since storytelling is an inherent part of science, the criticism refers to the acceptance (...)
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  2.  44
    Re-storying Laws for the Anthropocene: Rights, Obligations and an Ethics of Encounter.Kathleen Birrell & Daniel Matthews - 2020 - Law and Critique 31 (3):275-292.
    The Anthropocene prompts renewed critical reflection on some of the central tenets of modern thought including narratives of ‘progress’, the privileging of the nation state, and the universalist rendering of the human. In this context it is striking that ‘rights’, a quintessentially modern mode of articulating normativity, are often presumed to have an enduring relevance in the contemporary moment, exemplified in renewed recourse to rights in their attribution to parts of the nonhuman world. Our intervention contemplates ways in which the (...)
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  3.  14
    Laws for the Anthropocene: Orientations, Encounters, Imaginaries.Kathleen Birrell & Daniel Matthews - 2020 - Law and Critique 31 (3):233-238.
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  4. Two- and Four-Year-Olds Learn to Adapt Referring Expressions to Context: Effects of Distracters and Feedback on Referential Communication.Danielle Matthews, Jessica Butcher, Elena Lieven & Michael Tomasello - 2012 - Topics in Cognitive Science 4 (2):184-210.
    Children often refer to things ambiguously but learn not to from responding to clarification requests. We review and explore this learning process here. In Study 1, eighty-four 2- and 4-year-olds were tested for their ability to request stickers from either (a) a small array with one dissimilar distracter or (b) a large array containing similar distracters. When children made ambiguous requests, they received either general feedback or specific questions about which of two options they wanted. With training, children learned to (...)
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  5.  38
    Children’s Production of Unfamiliar Word Sequences Is Predicted by Positional Variability and Latent Classes in a Large Sample of Child-Directed Speech.Danielle Matthews & Colin Bannard - 2010 - Cognitive Science 34 (3):465-488.
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  6.  30
    When Are Tutorial Dialogues More Effective Than Reading?Danielle E. Matthews, Kurt VanLehn, Arthur C. Graesser, G. Tanner Jackson, Pamela Jordan, Andrew Olney & Andrew Carolyn P. RosAc - 2007 - Cognitive Science 31 (1):3-62.
    It is often assumed that engaging in a one‐on‐one dialogue with a tutor is more effective than listening to a lecture or reading a text. Although earlier experiments have not always supported this hypothesis, this may be due in part to allowing the tutors to cover different content than the noninteractive instruction. In 7 experiments, we tested the interaction hypothesis under the constraint that (a) all students covered the same content during instruction, (b) the task domain was qualitative physics, (c) (...)
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  7.  29
    Errors of Omission in English‐Speaking Children's Production of Plurals and the Past Tense: The Effects of Frequency, Phonology, and Competition.Danielle E. Matthews & Anna L. Theakston - 2006 - Cognitive Science 30 (6):1027-1052.
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  8. Adaptationism, exaptationism, and evolutionary behavioral science.Paul W. Andrews, Steven W. Gangestad & Dan Matthews - 2002 - Behavioral and Brain Sciences 25 (4):534-547.
    In our target article, we discussed the standards of evidence that could be used to identify adaptations, and argued that building an empirical case that certain features of a trait are best explained by exaptation, spandrel, or constraint requires the consideration, testing, and rejection of adaptationist hypotheses. We are grateful to the 31 commentators for their thoughtful insights. They raised important issues, including the meaning of “exaptation”; whether Gould and Lewontin's critique of adaptationism was primarily epistemological or ontological; the necessity, (...)
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  9.  27
    What's new for you?: Interlocutor-specific perspective-taking and language interpretation in autistic and neuro-typical children.Kirsten Abbot-Smith, David M. Williams & Danielle Matthews - forthcoming - Research in Autism Spectrum Disorders.
    Background: Studies have found that children with Autism Spectrum Disorder (ASD) are more likely to make errors in appropriately producing referring expressions (‘the dog’ vs. ‘the black dog’) than are controls but comprehend them with equal facility. We tested whether this anomaly arises because comprehension studies have focused on manipulating perspective-taking at a ‘generic speaker’ level. Method: We compared 24 autistic eight- to eleven-year-olds with 24 well-matched neuro-typical controls. Children interpreted requests (e.g. ‘Can I have that ball?’) in contexts which (...)
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  10.  26
    Encouraging 5-year olds to attend to landmarks: a way to improve children's wayfinding strategies in a virtual environment.Jamie Lingwood, Mark Blades, Emily K. Farran, Yannick Courbois & Danielle Matthews - 2015 - Frontiers in Psychology 6:125566.
    Wayfinding is defined as the ability to learn and remember a route through an environment. Previous researchers have shown that young children have difficulties remembering routes. However, very few researchers have considered how to improve young children's wayfinding abilities. Therefore, we investigated ways to help children increase their wayfinding skills. In two studies, a total of 72 5-year olds were shown a route in a six turn maze in a virtual environment and were then asked to retrace this route by (...)
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  11.  25
    Pronoun co-referencing errors: Challenges for generativist and usage-based accounts.Danielle Matthews, Elena Lieven, Anna Theakston & Michael Tomasello - 2009 - Cognitive Linguistics 20 (3).
  12.  18
    When Are Tutorial Dialogues More Effective Than Reading?Danielle E. Matthews, Kurt VanLehn, Arthur C. Graesser, G. Tanner Jackson, Pamela Jordan, Andrew Olney & Andrew Carolyn P. RosAc - 2007 - Cognitive Science: A Multidisciplinary Journal 30 (1):3-62.
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  13.  16
    How social vs. visual perspective-taking determine the interpretation of linguistic reference by 8-11-year-olds with ASD and age-matched peers. [REVIEW]Kirsten Abbot-Smith, David M. Williams, Danielle Matthews, Lucy Pettifor & Nicola Vince - unknown
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  14.  56
    Jacques de Ville, Jacques Derrida: Law as Absolute Hospitality, Routledge Press, 2011. Hardback. 220pp. £76. ISBN 978–0-415–61279-1. [REVIEW]Daniel Matthews - 2013 - Derrida Today 6 (2):260-265.