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Johanna Boettcher, Jonas Hasselrot, Erik Sund, Gerhard Andersson & Per Carlbring. (2014) Combining Attention Training with Internet-Based Cognitive-Behavioural Self-Help for Social Anxiety: A Randomised Controlled Trial. Cognitive Behaviour Therapy 43:1, pages 34-48.
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Bing Sum Wong, Kah Loong Chue, Rosmawati Bte Ali & Prisca Lee. (2022) Differentiated instruction: a comparison of motivation and perceived competence between students with high and low readiness levels. Educational Research for Policy and Practice 22:1, pages 139-151.
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David Langton, Wei Wang, Joy Sha, Alvin Ing, David Fielding, Nicole Hersch, Virginia Plummer & Francis Thien. (2020) Predicting the Response to Bronchial Thermoplasty. The Journal of Allergy and Clinical Immunology: In Practice 8:4, pages 1253-1260.e2.
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Linda Farmus, Chantal A. Arpin-Cribbie & Robert A. Cribbie. (2019) Continuous Predictors of Pretest-Posttest Change: Highlighting the Impact of the Regression Artifact. Frontiers in Applied Mathematics and Statistics 4.
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Jeremy J. Oliver & Andrew K. MacLeod. (2018) Working adults’ well-being: An online self-help goal-based intervention. Journal of Occupational and Organizational Psychology 91:3, pages 665-680.
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Cui-Hong Li, Xu He, Yu-Juan Wang, Zhe Hu & Chun-Yan Guo. (2017) Visual Working Memory Capacity Can Be Increased by Training on Distractor Filtering Efficiency. Frontiers in Psychology 8.
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Christine Hamel, Sandrine Turcotte, Thérèse Laferrière & Nicolas Bisson. (2016) Improving Students’ Understanding and Explanation Skills Through the Use of a Knowledge Building Forum. McGill Journal of Education 50:1, pages 181-199.
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Johanna Boettcher, Linda Leek, Lisa Matson, Emily A. Holmes, Michael Browning, Colin MacLeod, Gerhard Andersson & Per Carlbring. (2013) Internet-Based Attention Bias Modification for Social Anxiety: A Randomised Controlled Comparison of Training towards Negative and Training Towards Positive Cues. PLoS ONE 8:9, pages e71760.
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Tine Nielsen. (2013) Changes in BSc Business Administration and Psychology students’ learning styles over one, two and three years of study. Studies in Educational Evaluation 39:1, pages 41-48.
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