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Faculty of Arts

Publications from the Faculty of Arts

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Wister, A., Malloy-Weir, L., Rootman, I. & Desjardins, R. (2010). Lifelong educational practices and resources in enabling health literacy among older adults. Journal of Aging and Health, 22(6), 827-854. https://doi.org/10.1177/0898264310373502

Wisker, G., McGinn, M., Smedegaard Ernst Bengtsen, S., Lokhtina, I., He, F., Cornér, S., Leshem, S., Inouye, K. & Löfström, E. (2021). Remote Doctoral Supervision Experiences: Challenges and Affordances. Innovations in Education and Teaching International (Print), 58(6), 612-623. https://doi.org/10.1080/14703297.2021.1991427

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

Wisher, I. & Tylén, K. (2023). On the semiotic and material constraints of ideographies. Behavioral and Brain Sciences, 46, Article e257. https://doi.org/10.1017/S0140525X23000742

Wisher, I., Pettitt, P. & Kentridge, R. (2023). The deep past in the virtual present: developing an interdisciplinary approach towards understanding the psychological foundations of palaeolithic cave art. Scientific Reports, 13(1), Article 19009. https://doi.org/10.1038/s41598-023-46320-8

Wisher, I. & Tylén, K. (2024). Experimenting with the past: an integrative approach to early symbolic evolution . (pp. 1-14). PsyArXiv. https://doi.org/10.31234/osf.io/u2jgz

Wisher, I., Riede, F., Matthews, J., Pagnotta, M. & Tylén, K. (2025). Children as Playful Artists: Integrating Developmental Psychology to Identify Children’s Art in the Upper Palaeolithic. Hunter Gatherer Research, 11(1), 1-39. https://doi.org/10.3828/hgr.2024.38

Wisher, I. & Palacio-Pérez, E. (2025). Dialogues Across Time? Conceptualising the Temporal Relationships of Palimpsests in the Upper Palaeolithic Cave Art of El Castillo (Cantabria, Spain). Journal of Archaeological Method and Theory, 32(3), Article 49. https://doi.org/10.1007/s10816-025-09717-5

Wisher, I., Birch, T., Andreasen, R., Canosa, E., Norrehed, S., Reguer, S., Lemasson, Q., Oras, E., Johanson, K., Kinnaird, T., Birndorfer, T., Pedersen, J. B., Scott, J., Pearce, C. & Riede, F. (2025). The earliest evidence of blue pigment use in Europe. Antiquity, 99(408), 1464-1479. https://doi.org/10.15184/aqy.2025.10184

Wischmeyer, O., Angehrn, E., Becker, E.-M., Habermann, M., Körtner, U. H. J., Loader, J. A., Lubkoll, C., Pollmann, K., Schöller, M., Stemberger, G., Wischmeyer, W. & Luther, S. (Eds.) (2013). Lexikon der Bibelhermeneutik: Begriffe - Methoden - Theorien - Konzepte. ( (paperback edition) ed.) De Gruyter. De Gruyter Studium

Wischmeyer, O., Becker, E.-M., Grosshans, H.-P., Elliott, M. W., Hell, L., Pollmann, K., Prügl, T., Schröter, M. & Schubert, A. (Eds.) (2016). Handbuch der Bibelhermeneutiken: Von Origenes bis zur Gegenwart. De Gruyter. https://doi.org/10.1515/9783110330274

Winther-Lindqvist, D. A. (2010). Social identitet som baggrund for intervention I børnehaven. Pædagogisk Psykologisk Tidsskrift, 47(2), 165-173.

Winther-Lindqvist, D. A. (2010). På tærsklen til et ungdomsliv: social identitet og fremmelighed. Psyke og Logos, 31(1), 147-173.

Winther-Lindqvist, D. A. (2012). Developing social identities and motives in school transitions. In M. Hedegaard, A. Edwards & M. Fleer (Eds.), Motives in children's development: cultural-historical approaches (pp. 115-133). Cambridge University Press.

Winther-Lindqvist, D. A. (2010). Leg er ikke altid positivt ladet. 0-14 : nul til fjorten, 20(4), 68-74.

Winther-Lindqvist, D. A. (2010). Klubben et nødvendigt udviklingsmiljø vi ikke kan undvære, men... Sagt lige ud - i Ungdomsringens digitale nyheder. Ungdom og Fritid Digitale Nyheder, 6(08), 1-4. http://www.ungdomsringen.dk/Digitale-Nyheder-2796.aspx?Action=1&NewsId=927&M=NewsV2&PID=7392

Winther-Lindqvist, D. A. (2011). Vi skal ikke starte med at kede børnene ihjel. Politiken, debatsektionen, 6-6.

Winther-Lindqvist, D. A. (2014). Forhandling af sociale identiteter på tværs af klasserum. In O. M. Spaten (Ed.), Unges identitet og selvopfattelse: kvalitative og kvantitative studier - aktuel empirisk forskning (pp. 179-209). Aalborg Universitetsforlag.

Winther-Lindqvist, D. A., Ringsmose, C. & Allerup, P. N. (2012). Kvalitet i det sproglige læringsmiljø i børnehaven. In Læring og deltagelse i daginstitutioner (pp. 114-152). Dansk Psykologisk Forlag.

Winther-Lindqvist, D. A. (2012). Social identities in transition: contrasting strategies of two boys when changing school. In M. Hedegaard, K. Aronsson & C. Højholt (Eds.), Children, childhood and everyday life: children's perspectives (pp. 179-197). Information Age Publishing.

Winther-Lindqvist, D. A. (2011). Børnekultur og social identitet. In K. Mark (Ed.), Pædagogers arbejde med sprog og billeder (pp. 139-163). Akademisk Forlag.

Winther-Lindqvist, D. A. (2012). Udvikling af identitet gennem fælles leg. In K. Poulsgaard & U. Liberg (Eds.), Forskning i pædagogisk praksis (pp. 142-170). Akademisk Forlag.

Winther-Lindqvist, D. A. (2012). De stille elever: illustreret gennem to drenges skift mellem skoleklasser. Pædagogisk Psykologisk Tidsskrift, 49 (6), 380-391.

Winther-Lindqvist, D. A. (2013). Early Childhood Education in Denmark. http://www.oxfordbibliographies.com/view/document/obo-9780199756810/obo-9780199756810-0093.xml?rskey=pbJIxA&result=1&q=Early+Childhood+Education+in+Denmark#firstMatch

Winther-Lindqvist, D. A. & Schousboe, I. (2013). Introduction: children's play and development. In I. Schousboe & D. Winther-Lindqvist (Eds.), Play and development: cultural historical perspectives (pp. 1-13). Springer Publishing Company.

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