Results for 'Laura D���Olimpio'

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  1.  67
    Media and Moral Education: A Philosophy of Critical Engagement.Laura D'olimpio - 2018 - London, UK: Routledge.
    Media and Moral Education demonstrates that the study of philosophy can be used to enhance critical thinking skills, which are sorely needed in today’s technological age. It addresses the current oversight of the educational environment not keeping pace with rapid advances in technology, despite the fact that educating students to engage critically and compassionately with others via online media is of the utmost importance. -/- D’Olimpio claims that philosophical thinking skills support the adoption of an attitude she calls critical perspectivism, (...)
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  2.  7
    Eye Movements Reveal Mechanisms Underlying Attentional Biases Towards Threat.Laura Sagliano, Francesca D'Olimpio, Ilaria Taglialatela Scafati & Luigi Trojano - 2016 - Cognition and Emotion 30 (7).
  3.  19
    Moral Education Within the Social Contract: Whose Contract is It Anyway?Laura D’Olimpio - 2019 - Journal of Moral Education 48 (4):515-528.
    ABSTRACTIn A Theory of Moral Education, Michael Hand defends the importance of teaching children moral standards, even while taking seriously the fact that reasonable people disagree about morality. While I agree there are universal moral values based on the kind of beings humans are, I raise two issues with Hand’s account. The first is an omission that may be compatible with Hand’s theory; the role of virtues. A role for the cultivation of virtues and rational emotions such as compassion is (...)
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  4. Educating Character Through the Arts.Laura D’Olimpio, Panos Paris & Aidan Thompson (eds.) - forthcoming - Routledge.
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  5. The Ethics of Narrative Art: Philosophy in Schools, Compassion and Learning From Stories.Laura D’Olimpio & Andrew Peterson - 2018 - Journal of Philosophy in Schools 5 (1):92-110.
    Following neo-Aristotelians Alasdair MacIntyre and Martha Nussbaum, we claim that humans are story-telling animals who learn from the stories of diverse others. Moral agents use rational emotions, such as compassion which is our focus here, to imaginatively reconstruct others’ thoughts, feelings and goals. In turn, this imaginative reconstruction plays a crucial role in deliberating and discerning how to act. A body of literature has developed in support of the role narrative artworks (i.e. novels and films) can play in allowing us (...)
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  6.  83
    Trust as a Virtue in Education.Laura D’Olimpio - 2018 - Educational Philosophy and Theory 50 (2):193-202.
    As social and political beings, we are able to flourish only if we collaborate with others. Trust, understood as a virtue, incorporates appropriate rational emotional dispositions such as compassion as well as action that is contextual, situated in a time and place. We judge responses as appropriate and characters as trustworthy or untrustworthy based on these factors. To be considered worthy of trust, as an individual or an institution, one must do the right thing at the right time for the (...)
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  7. Trust, Well-Being and the Community of Philosophical Inquiry.Laura D'Olimpio - 2015 - He Kupu 4 (2):45-57.
    Trust is vital for individuals to flourish and have a sense of well-being in their community. A trusting society allows people to feel safe, communicate with each other and engage with those who are different to themselves without feeling fearful. In this paper I employ an Aristotelian framework in order to identify trust as a virtue and I defend the need to cultivate trust in children. I discuss the case study of Buranda State School in Queensland, Australia as an instance (...)
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  8.  16
    Critical Perspectivism: Educating for a Moral Response to Media.Laura D’Olimpio - 2021 - Journal of Moral Education 50 (1):92-103.
    ABSTRACT Social media is a key player in contemporary political, cultural and ethical debates. Given much of online engagement is characterised by impulsive and emotive responses, and social media platforms encourage a form of sensationalism that promotes epistemic vices, this paper explores whether there is space online for moral responses. This paper defends the need for moral engagement with online information and others, using an attitude entitled ‘critical perspectivism’. Critical perspectivism sees a moral agent adopt a critical eye, supplemented by (...)
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  9.  13
    Post-Postmodernism: A Call to Optimism.Laura D’Olimpio - 2018 - Educational Philosophy and Theory 50 (14):1378-1379.
  10. Thoughts on Film: Critically Engaging with Both Adorno and Benjamin.Laura D'Olimpio - 2016 - Educational Philosophy and Theory 48 (6):622-637.
    There is a traditional debate in analytic aesthetics that surrounds the classification of film as Art. While much philosophy devoted to considering film has now moved beyond this debate and accepts film as a mass art, a sub-category of Art proper, it is worth re-considering the criticism of film pre-Deleuze. Much of the criticism of film as pseudo-art is expressed in moral terms. T. W. Adorno, for example, critiques film as ‘mass-cult’; mass produced culture which presents a ‘flattened’ version of (...)
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  11.  22
    Should You Design the Perfect Baby?Laura D'Olimpio - 2021 - Think 20 (57):107-117.
    ABSTRACTAs our technology rapidly advances, designer babies and other bioethical issues are fast becoming possible. Instead of solely being considered in economic terms, or in terms of accuracy and desirability, ethical questions should also be asked such as ‘is this a good thing to do?’. This article considers whether moral people would ‘design’ and genetically engineer their babies and applies the moral theories of virtue ethics, deontology and utilitarianism to help guide our ethical decision-making in relation to this complex issue. (...)
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  12.  59
    Philosophy in Schools: An Introduction for Philosophers and Teachers. [REVIEW]Laura D’Olimpio - 2016 - Journal of Philosophy in Schools 3 (1):104-106.
    Philosophy in Schools: An introduction for philosophers and teachers edited by Sara Goering, Nicholas J Shudak and Thomas E Wartenberg. Taylor & Francis, New York, NY. ISBN: 9780415640633. The edited collection Philosophy in Schools: An introduction for philosophers and teachers is exactly that; an introduction to the central ideas of the Philosophy in Schools movement, with tips and strategies as to how to implement Philosophy for Children in your classroom or educational space. With 25 chapters, this handy edition includes the (...)
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  13.  54
    Playing with Philosophy: Gestures, Performance, P4C and an Art of Living.Laura D’Olimpio & Christoph Teschers - 2017 - Educational Philosophy and Theory:1-10.
    It can hardly be denied that play is an important tool for the development and socialisation of children. In this article we argue that, through dramaturgical play in combination with pedagogical tools such as the Community of Inquiry (CoI), in the tradition of Philosophy for Children (P4C), students can creatively think, reflect and be more aware of the impact their gestures (Schmid 2000b) have on others. One of the most fundamental aspects of the embodied human life is human interaction that (...)
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  14. Philosophy in the (Gender and the Law) Classroom.Laura D'Olimpio - 2017 - Analytic Teaching and Philosophical Praxis 38 (1):1-16.
    This article reflects on the ‘Philosophy and Gender’ project, which introduced the pedagogical technique known as the ‘Community of Inquiry’ into an undergraduate Gender and the Law course at the University of Western Australia. The Community of Inquiry is a pedagogy developed by Matthew Lipman in the discipline of Philosophy that facilitates collaborative and democratic philosophical thinking in the context of teaching philosophy in schools. Our project was to see if this pedagogy could advance two objectives in Gender and the (...)
     
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  15.  35
    Against Value in the Arts and Education. [REVIEW]Laura D’Olimpio - 2017 - British Journal of Educational Studies:1-3.
  16.  22
    Thoughts on Film: Critically Engaging with Both Adorno and Benjamin.Laura D’Olimpio - 2015 - Educational Philosophy and Theory 47 (6):622-637.
    There is a traditional debate in analytic aesthetics that surrounds the classification of film as Art. While much philosophy devoted to considering film has now moved beyond this debate and accepts film as a mass art, a subcategory of Art proper, it is worth reconsidering the criticism of film pre-Deleuze. Much of the criticism of film as pseudo-art is expressed in moral terms. Adorno, for example, critiques film as ‘mass-cult’, mass-produced culture which presents a ‘flattened’ version of reality. Adorno worries (...)
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  17.  3
    Defending Aesthetic Education.Laura D’Olimpio - forthcoming - British Journal of Educational Studies:1-17.
  18.  6
    Reluctant Heroes and Itchy Capes: The Ineluctable Desire to Be the Savior.Laura D'Olimpio & Michael P. Levine - 2019 - Journal of Aesthetic Education 53 (4):71.
    In "The Imagination of Disaster," written at or close to the height of the Cold War, Sontag ruminates on what America's interest in, if not preoccupation with, science fiction films tell us about ourselves.1 Their popularity cannot be explained in terms of their entertainment value alone; or if it can, then why audiences found such films entertaining is something that itself needs explanation. Almost all films in the hero genre are also science fiction and are concerned with disasters of one (...)
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  19.  15
    Where is the Place for the Thinking Viewer in the Cinema?Laura D'Olimpio - unknown
    Much of the current philosophy of film literature follows Walter Benjamin’s optimistic account and sees film as a vehicle for screening philosophical thought experiments, and offering new perspectives on issues that have relevance to everyday life. If these kinds of films allow for philosophical thinking, then they are like other so-called ‘high’ artworks in that they encourage social, political and economic critique of social norms. Yet, most popular films that are digested in large quantities are not of a high aesthetic (...)
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  20.  7
    The Conditions of Visibility: The Affect of Conceptual Art.Laura D'Olimpio - unknown
    The Affect of good artworks can be difficult to explain or describe, particularly in relation to conceptual art. The experiential process of engaging with an artwork involves the spectator perceiving the physical art object as well as receiving a concept. For an aesthetic experience to result, or for the viewer to be affected, the artist must be skilled and the receiver must adopt the relevant attitude. Many theorists argue that the correct attitude to adopt is one that is objective and (...)
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  21.  6
    The Ethical Considerations of Climate Change: What Does It Mean and Who Cares?Laura D'Olimpio & Michael J. O'Leary - unknown
    Empirical evidence advancing the theory of anthropogenic climate change and resultant policy action has been framed through the perspectives of scientists, economists and politicians; the ultimate objective being to minimise the risk of dangerous climate change through the reduction of GHG emissions. However, policies designed to reduce carbon pollution have utilised cost benefit analysis , largely ignoring ethical implications of such actions. This has resulted in a climate debate that sidelines the moral and social considerations of the suggested actions designed (...)
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  22.  14
    Editorial: Future Education: Schools and Universities.Michael P. Levine & Laura D’Olimpio - 2019 - Journal of Philosophy in Schools 6 (1):1-9.
    While some may argue that universities are in a state of crisis, others claim that we are living in a post-university era; a time after universities. If there was a battle for the survival of the institution, it is over and done with. The buildings still stand. Students enrol and may attend lectures, though let’s be clear—most do not. But virtually nothing real remains. What some mistakenly take to be a university is, in actuality, an ‘uncanny’ spectral presence; ‘the nagging (...)
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  23.  14
    Philosophy of Education in a New Key: A ‘Covid Collective’ of the Philosophy of Education Society of Great Britain.Janet Orchard, Philip Gaydon, Kevin Williams, Pip Bennett, Laura D’Olimpio, Raşit Çelik, Qasir Shah, Christoph Neusiedl, Judith Suissa, Michael A. Peters & Marek Tesar - 2021 - Educational Philosophy and Theory 53 (12):1215-1228.
    This article is a collective writing experiment undertaken by philosophers of education affiliated with the PESGB. When asked to reflect on questions concerning the Philosophy of Education in a New Key in May 2020, it was unsurprising that the effects of the coronavirus pandemic on society and on education were foremost in our minds. We wanted to consider important philosophical and educational questions raised by the pandemic, while acknowledging that, first and foremost, it is a human tragedy. With nearly a (...)
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  24.  23
    An Analysis of Ethics and Emotion in Written Texts About the Use of Animals for Scientific Purposes.Mikaela Ciprian, Laura D'Olimpio, Ram Pandit & Dominique Blache - unknown
    Ethical debate about the use of animals in science is argued within different ethical frameworks; mainly utilitarianism, deontology, relativism or emotional ethics, with some debaters preferring particular frameworks. Stakeholders to the debate are veterinarians, scientists using animals, animal welfare groups and the general public. To estimate the balance of ethical frameworks used, we ran a discourse analysis of written texts by each stakeholder . The discourse analysis targeted the description of animals, instances of emotional language and language associated with utilitarianism, (...)
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  25.  16
    Using Language to Find If Australian Animal Ethics Committees Use Emotion or Ethics to Assess Animal Experiments.Mikaela Ciprian, Laura D'Olimpio, Ram Pandit & Dominique Blache - unknown
    In Australia, the ethics of the use of animals for scientific purposes are assessed by Animal Ethics Committees that are comprised of the four major parties involved in the animal experimentation debate: veterinarians, scientists using animals, animal welfare representatives and members of the public. AECs are required to assess animal experiments as ethical based on a cost/benefit analysis, suggesting the use of consequentialist ethics. However, people are more likely to use a mixture of frameworks when making ethical decisions. Therefore, we (...)
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  26.  8
    Philosophy of Education in a New Key: Exploring New Ways of Teaching and Doing Ethics in Education in the 21st Century.Rachel Anne Buchanan, Daniella Jasmin Forster, Samuel Douglas, Sonal Nakar, Helen J. Boon, Treesa Heath, Paul Heyward, Laura D’Olimpio, Joanne Ailwood, Scott Eacott, Sharon Smith, Michael Peters & Marek Tesar - forthcoming - Educational Philosophy and Theory:1-26.
  27.  4
    Moral Education and the Justification of Basic Moral Standards: Replies to Clayton, Stevens and D’Olimpio.Michael Hand - 2019 - Journal of Moral Education 48 (4):529-539.
    ABSTRACTMatthew Clayton, David Stevens and Laura D’Olimpio have advanced a series of objections to arguments I set out in my recent book A Theory of Moral Education – in particular to the problem-of-sociality justification for basic moral standards. Here I reply to their objections.
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  28. Philosophy for Children Meets the Art of Living: A Holistic Approach to an Education for Life.L. D'Olimpio & C. Teschers - 2016 - Philosophical Inquiry in Education 23 (2):114-124.
    This article explores the meeting of two approaches towards philosophy and education: the philosophy for children approach advocated by Lipman and others, and Schmid’s philosophical concept of Lebenskunst. Schmid explores the concept of the beautiful or good life by asking what is necessary for each individual to be able to develop their own art of living and which aspects of life are significant when shaping a good and beautiful life. One element of Schmid’s theory is the practical application of philosophy (...)
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  29.  6
    The Relationships Between Interoception and Alexithymic Trait. The Self-Awareness Questionnaire in Healthy Subjects.Mariachiara Longarzo, Francesca D'Olimpio, Angela Chiavazzo, Gabriella Santangelo, Luigi Trojano & Dario Grossi - 2015 - Frontiers in Psychology 6.
  30.  32
    Relationships Among Cognition, Emotion, and Motivation: Implications for Intervention and Neuroplasticity in Psychopathology.Laura D. Crocker, Wendy Heller, Stacie L. Warren, Aminda J. O'Hare, Zachary P. Infantolino & Gregory A. Miller - 2013 - Frontiers in Human Neuroscience 7.
  31.  11
    Grounds for Respect: Particularism, Universalism and Communal Accountability. [REVIEW]L. D'Olimpio - 2014 - Achieving Ethical Excellence (Research in Ethical Issues in Organizations) 12:167-176.
  32.  11
    Assessing Clinical Trial Informed Consent Comprehension in Non-Cognitively-Impaired Adults: A Systematic Review of Instruments.Laura D. Buccini, Don Iverson, Peter Caputi, Caroline Jones & Sheridan Gho - 2009 - Research Ethics 5 (1):3-8.
    This systematic review identifies and critically evaluates instruments that have been developed to measure clinical trial informed consent comprehension in non-cognitively-impaired adults. Literature searches were carried out on Medline, PsycInfo, CINHAL, ERIC, ScienceDirect, and Cochrane Library for English language articles published between January 1980 and September 2008. Instruments were excluded if they focused on consent onto paediatric trials, the construct under study was primarily capacity or competency, or the instrument was developed specifically for psychiatric or cognitively-impaired populations. Instruments selected for (...)
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  33.  16
    Mesopotamian Elements in the Proem of Parmenides? Correspondences Between the Sun-Gods Helios and Shamash.Laura D. Steele - 2002 - Classical Quarterly 52 (2):583-588.
  34.  18
    A Bias for Action in Cancer Screening?Laura D. Scherer, K. D. Valentine, Niraj Patel, S. Glenn Baker & Angela Fagerlin - 2019 - Journal of Experimental Psychology: Applied 25 (2):149-161.
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  35.  18
    Agency, Visuality and Society at the Chartreuse de Champmol. Sherry C. M. Lindquist.Laura D. Gelfand - 2009 - Speculum 84 (3):747-749.
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  36.  24
    Personal Responsibility: A Plausible Social Goal, but Not for Medicaid Reform.Laura D. Hermer - 2008 - Hastings Center Report 38 (3):pp. 16-19.
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  37.  4
    Neurociência Localizada: Revendo Diferenças de Sexo/Gênero Em Pesquisas Sobre o Cérebro.Laura D. Guerim - 2020 - Veritas – Revista de Filosofia da Pucrs 65 (2):e36565.
    O objetivo deste trabalho é apresentar as críticas feitas por neurocientistas às pesquisas que buscam diferenças cognitivas entre homens e mulheres presentes no cérebro, principalmente, utilizando o respaldo da neuroimagem. Desde o início dos anos 2000, a preocupação com a utilização da neurociência para justificar estereótipos de gênero e a falta de critério dos responsáveis para diferenciar as expressões “sexo” e “gênero” têm envolvido diversas neurocientistas no debate mais profundo entre natureza e cultura apresentado por essas pesquisas. Além disso, é (...)
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  38.  6
    Expanding Interdisciplinary Learning Opportunities on a Shoestring Through a Medical-Legal Partnership.Laura D. Hermer - 2016 - Journal of Law, Medicine and Ethics 44 (s1):51-55.
    This article describes why and how the author started a medical-legal partnership at her small law school, the curricula associated with the medical-legal partnership, and the experience she and her students have had with the curricula to date. It also provides “lessons learned” which may be useful for individuals interested in expanding interdisciplinary and experiential opportunities at institutions that presently lack traditional sources of such opportunities.
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  39.  8
    Cortical Organization of Inhibition-Related Functions and Modulation by Psychopathology.Stacie L. Warren, Laura D. Crocker, Jeffery M. Spielberg, Anna S. Engels, Marie T. Banich, Bradley P. Sutton, Gregory A. Miller & Wendy Heller - 2013 - Frontiers in Human Neuroscience 7.
  40.  6
    The Sensorimotor and Social Sides of the Architecture of Speech.Giovanni Pezzulo, Laura Barca & Alessando D'Ausilio - 2014 - Behavioral and Brain Sciences 37 (6):569-570.
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  41.  68
    Children's Acceptance of Underinformative Sentences: The Case of Some as a Determiner.Valentina Sala, Laura Macchi, Marco D'Addario & Maria Bagassi - 2009 - Thinking and Reasoning 15 (2):211-235.
    In recent literature there is unanimous agreement about children's pragmatic competence in drawing scalar implicatures about some , if the task is made easy enough. However, children accept infelicitous some sentences more often than adults do. In general their acceptance is assumed to be synonymous with a logical interpretation of some as a quantifier. But in our view an overlap with some as a determiner in under-informative sentences cannot be ruled out, given the ambiguity of the experimental instructions and the (...)
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  42.  23
    Till-Holger Borchert, and Gabriele Keck, Eds., Splendour of the Burgundian Court: Charles the Bold. [REVIEW]Laura D. Gelfand - 2011 - Speculum 86 (2):526-527.
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  43.  11
    Evaluating the Cognitive Reflection Test as a Measure of Intuition/Reflection, Numeracy, and Insight Problem Solving, and the Implications for Understanding Real-World Judgments and Beliefs.Niraj Patel, S. Glenn Baker & Laura D. Scherer - 2019 - Journal of Experimental Psychology: General 148 (12):2129-2153.
  44.  27
    Electrophysiological Evidence of the Time Course of Attentional Bias in Non-Patients Reporting Symptoms of Depression with and Without Co-Occurring Anxiety.Sarah M. Sass, Wendy Heller, Joscelyn E. Fisher, Rebecca L. Silton, Jennifer L. Stewart, Laura D. Crocker, J. Christopher Edgar, Katherine J. Mimnaugh & Gregory A. Miller - 2014 - Frontiers in Psychology 5.
  45.  22
    Gender-Segregated Schooling and Gender Stereotyping.Richard A. Fabes, Erin Pahlke, Carol Lynn Martin & Laura D. Hanish - 2013 - Educational Studies 39 (3):315-319.
    Concern has been raised that segregation of girls and boys into separate classes leads to increased gender stereotyping. We tested this in a sample of 365 seventh-grade students attending a junior high school that offers both gender-segregated (GS) and co-educational classes. It was found that for both boys and girls, the more GS classes they took in the fall, the more gender stereotyped they were in their responding in the spring (controlling for initial levels of gender stereotyping). We concluded that (...)
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  46.  10
    Waiting Lists for Radiation Therapy: A Case Study.David D'Souza, Douglas K. Martin, Laura Purdy, Andrea Bezjak & Peter A. Singer - 2001 - BMC Health Services Research 1:1-3.
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  47.  31
    Survey on Physicians' Knowledge and Attitudes Towards Clinical Practice Guidelines at the Mexican Institute of Social Security.Patricia Constantino-Casas, Consuelo Medécigo-Micete, Yuribia K. Millán-Gámez, Laura D. P. Torres-Arreola, Adriana A. Valenzuela-Flores, Arturo Viniegra-Osorio, Santiago Echevarría-Zuno & Fernando J. Sandoval-Castellanos - 2011 - Journal of Evaluation in Clinical Practice 17 (4):768-774.
  48.  25
    Modeling Strategic Use of Human Computer Interfaces with Novel Hidden Markov Models.Laura J. Mariano, Joshua C. Poore, David M. Krum, Jana L. Schwartz, William D. Coskren & Eric M. Jones - 2015 - Frontiers in Psychology 6.
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  49.  12
    Book Review Section 4. [REVIEW]Phyllis A. Katz, F. Raymond Mckenna, H. George Bonekemper, Charles E. Alberti, Larry L. Lorten, Richard H. Cummings, Richard S. Prawat, John P. Rickards, Joseph L. Devitis, Judith W. Leslie, Charles K. West, George F. Luger, David J. Kleinke, William E. Loadman & Laura D. Harckham - unknown
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  50.  15
    When Do Self-Discrepancies Predict Negative Emotions? Exploring Formal Operational Thought and Abstract Reasoning Skills as Moderators.Erin N. Stevens, Nicole J. Holmberg, M. Christine Lovejoy & Laura D. Pittman - 2014 - Cognition and Emotion 28 (4):707-716.
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