Results 201 to 210 of about 1,031,078 (372)
An Autistic “Linguatype”? Neologisms, New Words, and New Insights
Autism Research, EarlyView.ABSTRACT In this commentary, we present new ideas about autistic neologisms. This essay has two primary goals. First, we argue that an autistic predilection to form neologisms generates intriguing new hypotheses about language in autism, including the possibility that a tendency to use neologisms could be a featural element of an autistic “linguatype” (
Emily Zane, Rhiannon J. Luyster
wiley +1 more source
British Journal of Clinical Pharmacology, EarlyView.Abstract Aims In the context of pharmacology and toxicology education, there is a growing shift toward programmatic assessment models that prioritize longitudinal learning, reflection and development of higher‐order cognitive skills. As part of this transition, we are exploring alternative and more meaningful forms of assessment. This qualitative study
Narin Akrawi +2 more
wiley +1 more source
Intraoral reconstruction of the mandible, mouth floor and tongue with the free radial forearm flap.
, 1987 Kohsuke Ohno +8 more
openalex +2 more sources
British Educational Research Journal, EarlyView.Abstract Quality in early childhood education and care (ECEC) is a contested concept and has generally been conceptualised by inter‐related indicators such as staff qualifications, educational environment, policy or child‐to‐staff ratios. There has been a more limited emphasis on how young children might perceive and experience quality.
Nikki Fairchild, Éva Mikuska
wiley +1 more source
Induction of cleft palate in ddY mice by staphylococcus aureus inflammation of mouth floor.
, 1989 Tetsuya NARUKAWA
openalex +2 more sources
Russian-German cooperation : the Transdrift I expedition to the Laptev Sea [PDF]
, 1994 Karpiy, V., Kassens, Heidemarie
core +1 more source
British Educational Research Journal, EarlyView.Abstract All children should have access to quality education through a child‐centred pedagogy. An inclusive, child‐centred pedagogy uses a strength‐based view of children that recognises each child as unique and competent, providing children with multiple opportunities to explore and learn at their own pace.
Katherine Gulliver
wiley +1 more source