Dingemanse, M., Liesenfeld, A., Rasenberg, M., Albert, S., Ameka, F. K., Birhane, A., Bolis, D., Cassell, J., Clift, R., Cuffari, E., De Jaegher, H., Novaes, C. D., Enfield, N. J.
, Fusaroli, R., Gregoromichelaki, E., Hutchins, E., Konvalinka, I., Milton, D., Rączaszek-Leonardi, J. ... Wiltschko, M. (2023).
Beyond Single-Mindedness: A Figure-Ground Reversal for the Cognitive Sciences.
Cognitive Science,
47(1), Artikel e13230.
https://doi.org/10.1111/cogs.13230Seeberg, A. B., Matthews, T., Højlund, A., Petersen, B. & Vuust, P. (2023).
Beyond syncopation: the importance of rhythmic streams for the experience of groove. Poster session præsenteret på 17th International Conference on Music Perception and Cognition (ICMPC), Tokyo, Japan.
Wisher, I., Pagnotta, M., Palacio-Pérez, E.
, Fusaroli, R., Garate, D., Hodgson, D., Matthews, J., Mendoza-Straffon, L., Ochoa, B.
, Riede, F. & Tylén, K. (2023).
Beyond the image: Interdisciplinary and contextual approaches to understanding symbolic cognition in Paleolithic parietal art.
Evolutionary Anthropology,
32(5), 256-259.
https://doi.org/10.1002/evan.21996
Have, I. (2023).
Calm. Johns Hopkins University Press. Reflections
Fusaroli, R., Weed, E., Rocca, R., Fein, D. & Naigles, L. (2023).
Caregiver linguistic alignment to autistic and typically developing children: A natural language processing approach illuminates the interactive components of language development.
Cognition,
236, Artikel 105422.
https://doi.org/10.1016/j.cognition.2023.105422
Cino, D., Brandsen, S.
, Bressa, N. A., Eriksson, E., Mascheroni, G. & Zaman, B. (2023).
Children’s digital skills acquisition in non-formal educational contexts: Pedagogical practices, learning, and inclusion opportunities in coding and robotics workshops.
Italian Journal of Educational Research, 54-72.
https://doi.org/10.7346/sird-012023-p54Hurtado Albir, A., Rodríguez-Inés, P.
, Dam, H. V., Dimitriu, R., del Mar Haro Soler, M., Huertas Barros, E., Kujamäki, M., Kuznik, A., Pokorn, N. K., van Egdom, G.-W., Ciobanu, S., Cogeanu-Haraga, O., Ghivirigă, T., Gonzalez Cruz, S., Gostkowska, K., Pisanski Peterlin, A.
, Vesterager, A. K., Vine, J., Walczyński, M.
& Zethsen, K. K. (2023).
Common European Framework of Reference for Translation. Competence Level C (specialist translator): A proposal by the EFFORT project.
https://www.effortproject.eu/wp-content/uploads/Level-C-en.pdfBressa, N. A., Bødker, S., Klokmose, C. N. & Eriksson, E. (2023).
Common Objects for Programming Workshops in Non-Formal Learning. I J. A. Nocera, M. K. Lárusdóttir, H. Petrie, A. Piccinno & M. Winckler (red.),
Human-Computer Interaction – INTERACT 2023 (s. 275-296). Springer.
https://doi.org/10.1007/978-3-031-42280-5_16
Schaper, M. M., Smith, R. C., Iversen, O. S., Frauenberger, C., Iivari, N., Zeising, A., Tissenbaum, M., Bonsignore, E. M. & Yip, J. (2023).
Computational Empowerment and children: Expanding empowerment, agency and participation in computation.
International Journal of Child-Computer Interaction,
38, Artikel 100617.
https://doi.org/10.1016/j.ijcci.2023.100617
Daryai-Hansen, P.
, Kanareva-Dimitrovska, A., Lindemann, B., Sylvén, L. K. & Martin Carlshollt Unger, M. (2023).
Content and Language Integrated Learning in the Nordic countries and beyond.
Nordic Journal of Language Teaching and Learning,
11(3), i-vi.
https://doi.org/10.46364/njltl.v11i3.1279
