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How arousal influences neural competition: What dual competition does not explain.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14000910
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Behavioral evidence for a continuous approach to the perception of emotionally valenced stimuli.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14000934
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The cognitive-emotional brain is an embodied and social brain.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14000922
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The parental brain: A neural framework for study of teaching in humans and other animals.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14000752
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Learning in and about opaque worlds.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14000740
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The integrated memory model: A new framework for understanding the mechanisms of change in psychotherapy.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X15000011
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The cognitive-emotional amalgam.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14001083
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Much to learn about teaching: Reconciling form, function, phylogeny, and development.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14001071
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Preferences and motivations with and without inferences.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14001058
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Precision about the automatic emotional brain.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14001046
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Social theory and the cognitive-emotional brain.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14001034
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Strengthening emotion-cognition integration.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14001022
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The cognitive-emotional brain: Opportunitvnies and challenges for understanding neuropsychiatric disorders.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14001010
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Active inference and cognitive-emotional interactions in the brain.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14001009
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When emotion and cognition do (not) work together: Delusions as emotional and executive dysfunctions.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14000995
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Neuropsychology still needs to model organismic processes “from within”.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14000983
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On theory integration: Toward developing affective components within cognitive architectures.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14000971
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Models for cognition and emotion: Evolutionary and linguistic considerations.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X1400096X
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Surprise as an ideal case for the interplay of cognition and emotion.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14000958
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United we stand, divided we fall: Cognition, emotion, and the moral link between them.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14000946
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Mind, brain, and teaching: Some directions for future research.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14000697
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Enactive neuroscience, the direct perception hypothesis, and the socially extended mind.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14000892
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Integration of cognition and emotion in physical and mental actions in musical and other behaviors.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14000909
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Cognition as the tip of the emotional iceberg: A neuro-evolutionary perspective.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14000879
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On emotion-cognition integration: The effect of happy and sad moods on language comprehension.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14000880
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Human teaching and learning involve cultural communities, not just individuals.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14000818
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Measuring teaching through hormones and time series analysis: Towards a comparative framework.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14000806
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Cooperation in human teaching.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X1400079X
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The proximate-ultimate confusion in teaching and cooperation.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14000636
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What is teaching? A clear, integrative, operational definition for teaching is still needed.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14000661
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To what adaptive problems is human teaching a solution?
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14000788
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The study of teaching needs an inclusive functional definition.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14000776
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Does all teaching rest on evolved traits?
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14000764
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Learning about teaching requires thinking about the learner.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X1400065X
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Teaching as an exaptation.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14000727
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Cognitive universals and cultural variation in teaching.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14000739
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Cultural variant interaction in teaching and transmission.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14000648
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More examples of chimpanzees teaching.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14000715
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Is tolerance really teaching?
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14000703
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The benefits of an evolutionary framework for the investigation of teaching behaviour: Emphasis should be taken off humans as a benchmark.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14000582
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Variations in teaching bring variations in learning.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14000685
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On the persistent gray area between teaching and punishment.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14000673
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Teacher and learner: Supervised and unsupervised learning in communities.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14000612
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The mutual relevance of teaching and cultural attraction.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14000600
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The active role played by human learners is key to understanding the efficacy of teaching in humans.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14000594
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Multiple dilemmas of help and counteraction to teaching in complex social worlds.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14000570
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Robot teachers: The very idea!
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14000624
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Play to learn, teach by play.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14000557
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Another way to learn about teaching: What dogs can tell us about the evolution of pedagogy.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14000491
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Subjectivity may hinder the application of Kline's teaching framework in comparative contexts.
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- Behavioral & Brain Sciences, 2015, v. 38, p. N.PAG, doi. 10.1017/S0140525X14000478
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