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Dynamic Development of Action and Thought
Human activity is both organized and highly variable. Analysis of the variation illuminates the dynamic order in development, learning, and emotional change. Action is nowhere near as stable as theExpand
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Self-conscious emotions: The psychology of shame, guilt, embarrassment, and pride.
Part I: Introduction. Fischer, Tangney, Self-Conscious Emotions and the Affect Revolution: Framework and Overview. Part II: Frames for the Study of Self-Conscious Emotions. Barrell, A FunctionalistExpand
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Mind, Brain, and Education: Building a Scientific Groundwork for Learning and Teaching1
The primary goal of the emerging fi eld of Mind, Brain, and Education is to join biology, cognitive science, development, and education in order to create a sound ground- ing of education inExpand
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How Emotions Develop and How they Organise Development
Abstract Concepts from functional theories of emotions are integrated with principles of skill development to produce a theory of emotional development. The theory provides tools for predicting bothExpand
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The organisation of Chinese shame concepts?
This study examined Chinese shame concepts. By asking native Chinese to identify terms for shame, we collected 113 shame terms. Hierarchical cluster analysis of sorted terms yielded a comprehensiveExpand
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The Educated Brain: Dynamic cycles of cognitive and brain development: Measuring growth in mind, brain, and education
Mappings Single Abstractions Abstract Systems Rp2 28 24 20 16 12 Age in Years Figure 8.2 Cyclical spurts for cognitive development under optimal conditions. 130 K. W. FischerExpand
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Why Mind, Brain, and Education? Why Now?
Volume 1—Number 1 © 2007 the Authors Journal Compilation © 2007 International Mind, Brain, and Education Society and Blackwell Publishing, Inc. 1 The International Mind, Brain, and Education SocietyExpand
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