Publications from the Faculty of Arts

Jørgensen, A. V. (2022). Statens Museum for Ubehag. Danske Museer, 35(3), 25-27.

Isbilen, E. S. & Christiansen, M. H. (2022). Statistical Learning of Language: A Meta-Analysis Into 25 Years of Research. Cognitive Science, 46(9), Article e13198. https://doi.org/10.1111/cogs.13198

Have, I. (2022). Stemmen kan ikke lyve – heller ikke om kroppens sårbarhed: Man kan høre bevidstheden om løgnen og selvbedraget i Jesper Steins egen indlæsning af ”Ædru”. Jyllands-Posten, Sektion 6 (JP Bøger), 12-12.

Hallsteinsdóttir, E. (2022). Stereotyp. De Gruyter. Wörterbücher zur Sprach- und Kommunikationswissenschaft Online No. 16 https://doi.org/10.1515/wsk

Pedersen, B. S. (2022). Stine Stengades stemme forløser Linn Ullmann på fineste vis. Jyllands-Posten, (Sektion 6 (JP Bøger)), 11.

Dias, L. & Dias, T. (2022). Stofskiftets kløft og den kommunistiske kur: Bemærkninger om økosocialistiske vidensøkologier. In K. B. Willert (Ed.), Planetære Frakturer: humanistiske og socialvidenskabelige perspektiver på antropocæn (pp. 123-147). Multivers.

Borup, J. (2022). Store fortællinger: Tintinologiske refleksioner over alimentære koder, postaksiale idealer og andre metanarrative symptomer op en Hans Jørgen Lundager Jensken’sk religionshistories evige relevans. In Struktur:begejstring: festskrift for Hans Jørgen Lundager Jensen (pp. 23-28). Religionsvidenskabelig Skriftrække Aarhus Universitet.

Baunvig, K. F. & Nielbo, K. L. (2022). Storytelling in the Tides of Enchantment: Embedding Re-enchantment in Danish, Nineteenth-Century Christianity. Abstract from DARIAH Annual Event 2022, Athen, Greece. https://annualevent.dariah.eu/programme/

Kramer, C. K. (2022). Strategies of care and repair in the ruins of (post)-productivism. 1-2. Abstract from Re-scaling the Rural, Thy/Aarhus, Denmark.

Have, I. (2022). Stresfremkaldende ro. Vid&Sans.

Müller, H. H. (2022). Structural Analogy and Grammaticalization: The Case of Danish Type Noun and Partitive Constructions. In H. Vassiliadou & M. Lammert (Eds.), A Crosslinguistic Perspective on Clear and Approximate Categorization (pp. 179-216). Cambridge Scholar Publishing.

Baunvig, K. F., Christiansen, J. L. & Feldt, L. (2022, Mar). Struktur:Begejstring: Festskrift for Hans Jørgen Lundager Jensen. Religionsvidenskabelig Skriftrække Aarhus Universitet. Religionsvidenskabelig skriftrække No. 1

Weber, K. E., Prilop, C. N. & Kleinknecht, M. (2022). Strukturierte Video Circles im ersten Unterrichtspraktikum. Fokus: Übergangsmanagement. Journal für Lehrerinnenbildung, 2022(4), 102-113. https://doi.org/10.35468/jlb-04-2022-06

Messiou, K., Bui, L. T., Ainscow, M., Gasteiger-Klicpera, B., Bešić, E., Paleczek, L., Hedegaard-Sørensen, L., Ulvseth, H., Vitorino, T., Santos, J., Simon, C., Sandoval, M. & Echeita, G. (2022). Student diversity and student voice conceptualisations in five European countries: Implications for including all students in schools. European Educational Research Journal, 21(2), 355-376 . https://doi.org/10.1177/1474904120953241

Dohn, N. B. & Dohn, N. B. (2022). Student motivation in science learning with embodied Computational Thinking. In C. Chinn, E. Tan, C. Chan & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences, ICLS 2022 (pp. 1850-1851) https://2022.isls.org/proceedings/

Nørgård, R. T. (2022). Students’ academic digital competencies in higher education: development of a cross-institutional model. In R. Sharpe, S. Bennett & T. Varge-Atkins (Eds.), Handbook of Digital Higher Education (pp. 271-285). Edward Elgar Publishing.

Pedersen, M. K. (2022). Students’ concept images of differentiability from the perspective of the mathematical thinking competency. In J. Hodgen, E. Geraniou, G. Bolondi & F. Ferretti (Eds.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12) (pp. 3012-3013). ERME and Free University of Bozen-Bolzano. http://erme.site/wp-content/uploads/2023/02/Proceedings_CERME12.pdf

Kjeldsen, C. C. (2022). Students´ Home Resources and Socioeconomic Background Scale (SHRSBS). In Responses to Educational Disruption Survey: User Guide for the International Database (pp. 27-30). Unesco. https://www.iea.nl/sites/default/files/2022-05/UNESCO%20IEA%20REDS%20User%20Guide%2028Apr2022.pdf

Bleses, D. & Vind, B. D. (2022). Studie 1: Effekter af LæseLeg i børnehaven. Trygfondens Børneforskningscenter.

Smedegaard Ernst Bengtsen, S. (2022). Studying – A Way Towards Justice? A Response to Special Issue: Answering the Question: What Is Studying? PTHE 3(3). Philosophy and Theory in Higher Education, 4(1), 73-76. https://doi.org/10.3726/PTIHE.012022.0005

Geertz, A. W., Ambasciano, L., Eidinow, E., Martin, L. H., Nielbo, K. L., Roubekas, N. P., van Mulukom, V. & Xygalatas, D. (Eds.) (2022). Studying the religious mind: Methodology in the cognitive science of religion. Equinox Publishing.

Aasman, S., Brügger, N., Clavert, F., de Wild, K., Gebeil, S., Schafer, V. & Sirajzade, J. (2022, Dec 20). Studying Women and the COVID-19 Crisis through the IIPC Coronavirus Collection. International Internet Preservation Consortium (IIPC), netpreserveblog.wordpress.com. https://netpreserveblog.wordpress.com/2022/12/20/studying-women-and-the-covid-19-crisis-through-the-iipc-coronavirus-collection/

Schmidt, U. (2022). Styringslogikker og teologi. In L. Arffmann, J. T. Bak & T. Lindhardt (Eds.), Om magt og demokrati i folkekirken - eller kirke i hvilken stat? (pp. 111-130). Eksistensen.

Dalsgaard, C., Boie, M. A. K. & Caviglia, F. (Eds.) (2022). Styrk fremmedsprog: go digital mit technologia für Unterricht en langue étrangère. Aarhus Universitet, Danmarks Institut for Pædagogik og Uddannelse.

Michel-Schertges, D. (2022). Subalternity, Class-Consciousness and Resistance. Social Work & Society, 20(2), 1-13. https://ejournals.bib.uni-wuppertal.de/index.php/sws/issue/view/42

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Knud Holt Nielsen