Sentence examples for corresponding experiences from inspiring English sources

The requirement of uptake as an "essential" property has to be understood in its exact sense: without this property, the corresponding experiences would not be of the kind that they are.

Inconsistent meanings can be singled out and studied by means of (reflection upon) corresponding experiences of intuitive conflict, like for instance the discrete switching back and forth between a duck-head-imagination and a rabbit-head-imagination in the case of an attempted intuitive imagination of a duck-head that is at the same time a rabbit-head.

For these individuals, surfing is a religious form in which a specific sensual practice constitutes its sacred center, and the corresponding experiences are constructed in a way that leads to a belief in nature as powerful, transformative, healing, and sacred.

The remaining themes focus on their corresponding experiences and recognise how the physician's fundamental beliefs and positions, and how they negotiate end-of-life situations, influence experiential aspects.

The remaining key theme, "Negotiating appropriate care is a difficult experience", focuses tightly on the physicians' corresponding experiences and recognises how the physician's capacity to negotiate end-of-life situations, influences experiential aspects.

Part of the reason for thinking this is that direct recognition of fit between the experiential element and the propositional claim "…grows out of [my] awareness of the content of the claim and of the corresponding experience.

The consideration of emotional states is also relevant within learning and teaching processes, and there are currently a variety of empirical studies using corresponding experience-sampling methods (e.g. Goetz et al. 2016; Kärner 2015; Kögler 2015).

However, characters will only be able to avail of a particular skill when they have reached the corresponding experience level.

These studies demonstrated that after an experience, parts of the brain show correlated patterns of neural activity resembling those that had already occurred during the corresponding experience.

Instead these processes integrate with the proposal that after learning parts of the brain reveal patterns of neural activity resembling the activity patterns that had occurred during the corresponding experience (see Figure S3 of Supporting Information for results).

Quality improvement scores were calculated by multiplying the importance scores with the percentages of the negative response categories 'never', 'sometimes', 'big problem' or 'no' on the corresponding experience questions.