ISDS and Nazis or History Without Context: A Reply to Gary Born

Hypnotic history: a reply to critics.

This article responds to comments on Kirsch, Mazzoni, & Montgomery (2007). Contrary to the perceptions of some commentators, the target article was not aimed at supporting a particular view of hypnosis. Instead, it was a reminder of a long accepted axiom in hypnosis research: the effects of hypnotic suggestions cannot be attributed to hypnosis unless it is demonstrated that the same suggestion ...

: examining l2 teachers’ corrective feedback types in relation to learners’ uptake, proficiency levels, and context types

abstract this study investigates the teachers’ correction of students’ spoken errors of linguistic forms in efl classes, aiming at (a) examining the relationship between the learners’ proficiency level and the provision of corrective feedback types, (b) exploring the extent to which teachers’ use of different corrective feedback types is related to the immediate types of context in which err...

Intelligence without Robots: A Reply to Brooks

AI: “The agents should be embodied as mobile robots...the new approach can be extended to cover the whole story, both with regards to building intelligent systems and to understanding human intelligence” (Brooks 1991a, p. 585). This article argues that even if we accept Brooks’s first position and seek to build complete agents in realworld environments, we need not accept robotics as the founda...

willingness to communicate in the iranian context: language learning orientation and social support

why some learners are willing to communicate in english, concurrently others are not, has been an intensive investigation in l2 education. willingness to communicate (wtc) proposed as initiating to communicate while given a choice has recently played a crucial role in l2 learning. it was hypothesized that wtc would be associated with language learning orientations (llos) as well as social suppo...

Reply to “Clonorchiasis or Paragonimiasis?”