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1

Tirre, William C. Knowledge and ability factors underlying simple learning by accretion. Brooks Air Force Base, Tex: Air Force Human Resources Laboratory, Air Force Systems Command, 1989.

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2

Das verfluchte Geschlecht: Motive der Philosophie Otto Weiningers im Werk Georg Trakls. Frankfurt am Main: P. Lang, 1992.

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3

Yates, Lyn. Theory/practice dilemmas: Gender, knowledge and education. Geelong, Vic: Deakin University : distributed by Deakin University Press, 1990.

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4

Yi, Joseph. God and karate on the Southside: Bridging differences, building American communities. Lanham, MD: Lexington Books, 2009.

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5

Kusch, James. Knowledge, differences and identity in the time of globalization: Institutional discourse and practices. Newcastle upon Tyne: Cambridge Scholars, 2011.

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6

Reconcilable differences in eighteenth-century English literature. Newark: University of Delaware Press, 1999.

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7

Piekara, Frank H. Wie idiosynkratisch ist Wissen?: Individuelle Unterschiede im Assoziieren und bei der Anlage und Nutzung von Informationssystemen. Frankfurt am Main: P. Lang, 1988.

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8

Knowing and reasoning in college: Gender-related patterns in students' intellectual development. San Francisco: Jossey-Bass, 1992.

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9

Neurodiversity: Discovering the extraordinary gifts of autism, ADHD, dyslexia, and other brain differences. Cambridge, MA: Da Capo Lifelong, 2010.

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10

Armstrong, Thomas. Neurodiversity: Discovering the extraordinary gifts of autism, ADHD, dyslexia, and other brain differences. Cambridge, MA: Da Capo Lifelong, 2010.

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11

Máiréad, Dunne, ed. Assessing children's mathematical knowledge: Social class, sex, and problem-solving. Buckingham: Open University Press, 2000.

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12

McDermott, Patrice. Politics and scholarship: Feminist academic journals and the production of knowledge. Urbana: University of Illinois Press, 1994.

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13

Kwasnica, Judy R. Life experiences and teachers' gender equity practices. Ottawa: National Library of Canada = Bibliothèque nationale du Canada, 1997.

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14

Corsican fragments: Difference, knowledge, and fieldwork. Bloomington, Ind: Indiana University Press, 2010.

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15

Martin, Rochelle Elizabeth. Gender differences in HIV-related attitudes, knowledge, and perceived risk of infection among adolescents in day-treatment for substance use, and their effect on response to preventive intervention. Ottawa: National Library of Canada, 2000.

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16

Shima, Alan. Skirting the subject: Pursuing language in the works of Adrienne Rich, Susan Griffin, and Beverly Dahlen. Uppsala: [Uppsala University], 1993.

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17

Gwin, Minrose. The feminine and Faulkner: Reading (beyond) sexual difference. Knoxville: University of Tennessee Press, 1990.

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18

The difference engine: Computing, knowledge, and the transformation of learning. Lanham, Md: Rowman & Littlefield Publishers, 2012.

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19

D.H. Lawrence and 'difference'. Oxford: Clarendon Press, 2003.

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20

John, Gillies. Shakespeare and the geography of difference. Cambridge [England]: Cambridge University Press, 1994.

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21

International Service for National Agricultural Research. Institutions matter: Let knowledge make the difference : road map 2002-2006. The Hague, The Netherlands: International Service for National Agricultural Research, 2002.

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22

Katsuno, Hirofumi. On the difference between updating a knowledge database and revising it. Toronto: Computer Science Dept., University of Toronto, 1990.

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23

H.D. and Freud: Bisexuality and a feminine discourse. New York: St. Martin's Press, 1991.

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24

Buck, Claire. H. D. and Freud: Bisexuality and a feminine discourse. New York: Harvester Wheatsheaf, 1991.

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25

Repetition, difference, and knowledge in the work of Samuel Beckett, Jacques Derrida, and Gilles Deleuze. New York: Peter Lang, 2009.

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26

Sex in mind: The gendered brain in nineteenth-century literature and mental sciences. New York: Peter Lang, 2005.

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27

Pawlak, Mirosław. Exploring the Interface Between Individual Difference Variables and the Knowledge of Second Language Grammar. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84879-8.

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28

Desire and anxiety: Circulations of sexuality in Shakespearean drama. London: Routledge, 1992.

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29

Coles, William. The art of simpling: An introduction to the knowledge and gathering of plants : wherein the definitions, divisions, places, descriptions, differences, names, vertues, times of flourishing and gathering, uses, temperatures, signatures and appropriations of plants, are methodically laid down ; whereunto is added, A discovery of the lesser world. Pomeroy, WA: Health Research, 2000.

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30

The right to childhoods: Critical perspectives on rights, difference and knowledge in a transient world. New York, NY: Continuum International Pub., 2010.

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31

Hartas, Dimitra. The right to childhoods: Critical perspectives on rights, difference and knowledge in a transient world. London: Continuum, 2011.

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32

Inkpen, Diana. Building a lexical knowledge-base of near-synonym differences. 2004.

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33

Donlan, Chris. Individual Differences. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.66.

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This article discusses the results of three studies that have attempted to identify the factors underlying individual differences in mathematics. Holloway and Ansari (2009), explored the relation between basic number processing and attainment in primary school mathematics. Mazzocco et al. (2011) used a non-symbolic comparison task as an indicator of a preschool child’s Approximate Number System (ANS). Goebel et al. (2014), who tested the number knowledge of 173 six-year olds using a number identification task. All three studies tested specific hypotheses by making use of individual differences and associations between them. They also strongly validate two fundamental principles: that correlational models are limited by the measurements they contain, and that evidence consistent with a particular hypothesis does not necessarily constitute strong evidence in its favour. This article concludes by providing an overview of the topics covered in this book concerning individual differences in mathematics.
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34

Expert-novice differences in resequencing as a function of knowledge base. 1990.

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35

Expert-novice differences in resequencing as a function of knowledge base. 1990.

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36

Rosen, Monica. Gender Differences in Patterns of Knowledge (Goteborg Studies in Educational Sciences,). ACTA Universitatis Gothoburgensis, 1998.

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37

Expert-novice differences in resequencing as a function of knowledge base. 1988.

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38

Expert-novice differences in resequencing as a function of knowledge base. 1990.

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39

Expert-novice differences in resequencing as a function of knowledge base. 1990.

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40

Expert-novice differences in resequencing as a function of knowledge base. 1990.

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41

O'Shea, William A. Individual differences in intercultural knowledge among United States undergraduate college students. 1997.

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42

Whetten, David A., Brayden King, and Teppo Felin. Studying Differences Between Organizations: Comparative Approaches to Organizational Research. Emerald Publishing Limited, 2009.

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43

Studying differences between organizations: Comparative approaches to organizational research. Bingley: JAI, 2009.

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44

Group differences in the role of g and prior job knowledge in the acquisition of subsequent job knowledge. Mesa, AZ: Air Force Research Laboratory, Warfighter Training Research Division, 1998.

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45

Ichikawa, Jonathan Jenkins, and C. S. I. Jenkins. On Putting Knowledge ‘First’. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198716310.003.0006.

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This chapter claims that various views which travel under the banner of ‘knowledge first’ epistemology betray subtle differences in just how it is that they respectively regard knowledge as ‘first’. It argues that these differences are problematic, in part because it is not straightforward to draw connections between certain of these views, which are, under closer inspection, more independent than they are often assumed to be. Its aim is, in the main, to tease apart various ‘knowledge first’ claims, and explore what connections they do or do not have with one another, in the service of a clearer understanding of just what the knowledge first theses are and how these theses might be evaluated.
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46

Gender differences regarding knowledge of child health and development among high school students. 1992.

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47

Aman, Robert. Decolonising Intercultural Education: Colonial Differences, the Geopolitics of Knowledge, and Inter-Epistemic Dialogue. Taylor & Francis Group, 2017.

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48

Verschaffel, Lieven, Fien Depaepe, and Wim Van Dooren. Individual Differences in Word Problem Solving. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.040.

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There is currently a rather broad consensus that the competencies that are required to solve word problems involve: (a) a well-organized and flexibly accessible knowledge base involving the relevant factual, conceptual, and procedural knowledge that is relevant for solving word problems; (b) heuristic methods, i.e. search strategies for problem analysis and transformation which increase the probability of finding a solution; (c) metacognition, involving both metacognitive knowledge and metacognitive skills; (d) positive task-related affects, involving positive beliefs, attitudes, and emotions; and (e) meta-affect, involving knowledge about one’s affects and skills for regulating one’s affective processes. The present chapter reviews and discusses research that provides a view on how individual differences in performance on word problems can be related to each of these components.
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49

Students' knowledge, attitudes and sexual behaviors regarding acquired immune deficiency syndrome (AIDS). 1989.

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50

Students' knowledge, attitudes and sexual behaviors regarding acquired immune deficiency syndrome (AIDS). 1989.

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