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| Contributors | |
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| Foreword | |
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| Preface | |
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| Coordinate Transformations in the Genesis of Directed Action | |
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| Introduction | |
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| Coordinate Transformations | |
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| Two Contrasting Conceptions | |
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| Directed Limb Movements | |
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| Kinematics | |
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| Dynamics | |
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| Conclusions | |
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| Saccadic Eye Movements | |
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| Integrator Coordinates: A Neurally Imposed Framework | |
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| The Representation of Saccades in the Superior Colliculus | |
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| Concluding Remarks | |
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| References | |
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| Attention | |
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| A Cognitive Neuroscience Framework for Viewing Attention | |
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| Goals of Attention | |
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| Manifestations of Attention | |
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| Problems To Be Solved by Attentional Processing | |
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| Summary of the Present Cognitive Neuroscience Framework for Understanding the Attention Process | |
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| Developmental Issues and Methods in the Study of Visual Attention | |
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| Theory of Orienting | |
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| Brain Models of Visual Orienting | |
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| Enhancements of Activity in Brain Structures Serving Eye Movements | |
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| Enhancement of Activity in Brain Maps of Spatial Location | |
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| Prefrontal Cortical Influences on Visuospatial Orienting | |
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| A Neural View of Attentional Shifts in Visual Space | |
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| Selective Attention in Adults | |
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| Selective Attention in the Child | |
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| Development of Attention to Actions | |
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| Developmental Aging | |
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| The Evolution of Attentional Structures | |
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| Anterior Brain Structures: Attention to Actions | |
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| The Evolution of the Prefrontal Cortex and Attention | |
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| The Evolution of the Supplemental Motor Area and the Anterior Cingulate Cortex | |
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| The Evolution of Posterior Brain Structures | |
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| Cultural Influences on Attention | |
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| Computational Conceptualizations and Models of Attention | |
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| Is Attentional Processing Dispensible in Principle? | |
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| Computational Models of Attention | |
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| The Problem of Attentional Maintenance | |
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| Philosophical Approaches to Attention | |
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| Philosophy's Synoptic Perspective | |
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| Philosophical Understanding of Attention | |
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| Philosophy's Geography of Concepts | |
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| Formal Methods of Explanation | |
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| Traditional Philosophical Views of Attention | |
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| Current Philosophical Approaches to Attention | |
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| Final Comment | |
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| References | |
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| Categorization | |
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| Overview | |
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| Current State of Affairs | |
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| Brief History | |
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| Ecological Validity and Artificial versus Natural Categories | |
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| Summary | |
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| Methods of Inquiry | |
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| Evolutionary | |
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| Philosophical | |
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| Developmental | |
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| Cross-Cultural Comparisons | |
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| Computational | |
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| Neuroscience | |
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| Challenges and Opportunities | |
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| Challenges | |
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| Opportunities | |
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| Acknowledgments | |
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| References | |
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| Reasoning | |
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| Reasoning | |
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| An Introductory Framework | |
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| Kinds of Reasoning | |
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| Reasoning by Formal Systems: Weak Methods | |
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| Reasoning with Propositions: Basic Phenomena | |
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| Rule-Based Theories | |
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| Reasoning by Mental Models | |
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| Pragmatic Reasoning Schemas | |
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| Social Contract Theory | |
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| Reasoning by Similarity: Strong Methods | |
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| Reasoning by Categorization | |
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| Reasoning across Categories: Category-Based Induction | |
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| Statistical Inference | |
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| Reasoning by Heuristics | |
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| Connectionist Inference | |
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| Structural Alignment in Reasoning | |
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| Reasoning by Analogy | |
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| Reasoning by Categories Revisited | |
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| Reasoning by Rules Revisited | |
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| How Do the Different Views of Reasoning Fit Together? | |
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| Summary and Discussion | |
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| References | |
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| Cognitive Development | |
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| The Nativist-Empiricist Debate | |
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| Case 1: The Object Concept | |
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| Case 2: The Origin of Mathematical Knowledge | |
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| The Representation of Number--Continuity or Discontinuity | |
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| Constraints on Learning--Lessons from Ethology | |
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| Constraints on Word Learning | |
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| Lessons about Cognitive Architecture from Developmental Studies of Domain Specificity | |
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| Beyond Innate Constraints--Theory Change, Conceptual Change | |
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| Infant Representations--Perceptual or Conceptual? | |
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| Spelke's Arguments for Conceptual Abilities in Infancy | |
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| Mandler's Arguments for Conceptual Representations in Infancy | |
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| Leslie's View on Conceptual Abilities in Infants | |
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| Perceptual versus Conceptual Representations--Conclusions | |
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| Maturation, Critical Periods, and the "Less-Is-More" Hypothesis | |
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| Appeals to Maturation in Explaining Developmental Change | |
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| Critical Periods in Development: Language Acquisition | |
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| Possible Cognitive Benefits of Immaturity: The Less-Is-More Hypothesis | |
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| Language Acquisition | |
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| Perceptual Development | |
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| Inhibition: Development of the Frontal Cortex | |
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| Holistic versus Analytic Approaches to Categorization | |
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| Some Final Concluding Remarks | |
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| References | |
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| The Brain Basis of Syntactic Processes: Architecture, Ontogeny, and Phylogeny | |
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| Introduction | |
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| The Brain Architecture of Syntactic Processes Historical Background | |
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| Separating Syntax from Other Language Subcomponents | |
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| Role of Broca's, Wernicke's, and Other Areas of the Brain in Syntactic Processing | |
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| Role of Broca's and Other Anterior Brain Areas in Syntactic Processing | |
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| Role of Prefrontal Cortex | |
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| Summary of Role of Anterior Areas of Brain in Syntactic Processing | |
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| Role of Posterior Areas in Syntactic Processing | |
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| Nonclassical Areas Involved in Syntactic Processing | |
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| Role of Imaging and Lesion Data in Determining Brain Areas Involved in Syntactic Processing | |
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| General Limitations of Lesion Studies | |
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| Limitations of Using Lesions to Study the Neural Substrates of Syntactic Processing | |
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| Limitations of Imaging Syntactic Processing in the Brain | |
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| Ontogeny of the Neural Substrates of Syntactic Processing | |
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| Evidence from Language Acquisition | |
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| Arguments That Syntax Is Learned by Normal Children with Typical Language Input | |
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| Evidence from Language Acquisition in Children without Typical Language Input | |
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| Language Acquisition in Children with Focal Lesions but Regular Language Input | |
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| Summary of Language Acquisition Studies | |
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| Phylogeny | |
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| Evolutionary Origins of Syntax | |
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| Evidence of Linguistic and Syntactic Precursors in Living Species | |
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| Language Teaching Experiments in Chimps | |
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| Future Ape Language Teaching Study Suggestions | |
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| Origins of the First Words | |
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| Language and Syntax Were Originally Selected for What Survival Purpose? | |
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| Similarity of Categorical Processing and Syntactic Processing | |
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| Role of Theory of Mind in Language and Syntax Development | |
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| Povinelli and Eddy (1996) Experiment | |
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| Critiques of Povinelli and Eddy (1996) Experiment | |
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| Comparison of Processing Used to Maintain Social Relationships and Syntactic Processing | |
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| Link between Tool Use and Syntactic Processing | |
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| Summary of Possible Neural Preadaptions for Syntactic Processing | |
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| Areas of the Brain That Changed to Support Syntactic Processing | |
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| Conclusion | |
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| References | |
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| The Cognitive Neuroscience Approach | |
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| Foundations of Cognitive Neuroscience | |
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| The Cognitive Neuroscience Approach | |
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| The Isolable Systems Problem | |
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| Attention | |
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| Subsystems of Attention | |
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| Summary | |
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| High-Level Vision | |
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| Subsystems of High-Level Vision | |
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| Summary and Extensions of the Theory | |
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| Memory | |
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| Perceptual Encoding Subsystems | |
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| Associative Memory | |
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| Information Look-up Subsystem | |
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| Memory Formation Subsystem | |
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| Stimulus-Motor Response Connection Subsystem | |
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| Stimulus-Visceral Response Subsystem | |
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| Summary and Extensions | |
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| Conclusions | |
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| Acknowledgments | |
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| References | |
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| Emotion | |
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| Introduction | |
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| What Is an Emotion? | |
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| Definitions and Theories | |
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| Topical Approaches | |
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| Central Issues in the Study of Emotion | |
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| Cognition and Emotion | |
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| Neurophysiology | |
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| Social Construction Views | |
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| Do Facial Expressions Express Emotion? | |
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| The Question of Basic Emotions | |
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| A Personal Interlude | |
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| How Many Emotions?--Do We Need a Cluster of Explanations? | |
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| References | |
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| Index | |