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Number of items: 25.
A
Abbott, N;
Cameron, L;
(2014)
What Makes a Young Assertive Bystander? The Effect of Intergroup Contact, Empathy, Cultural Openness, and In-Group Bias on Assertive Bystander Intervention Intentions.
Journal of Social Issues
, 70
(1)
pp. 167-182.
10.1111/josi.12053.
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Archer, K;
Savage, R;
Sanghera-Sidhu, S;
Wood, E;
Gottardo, A;
Chen, V;
(2014)
Examining the effectiveness of technology use in classrooms: A tertiary meta-analysis.
Computers & Education
, 78
(C)
pp. 140-149.
10.1016/j.compedu.2014.06.001.
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B
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Bettenay, C;
Ridley, AM;
Henry, LA;
Crane, L;
(2014)
Cross-examination: The Testimony of Children With and Without Intellectual Disabilities.
Applied Cognitive Psychology
, 28
(2)
pp. 204-214.
10.1002/acp.2979.
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Broadbent, HJ;
Farran, EK;
Tolmie, A;
(2014)
Egocentric and allocentric navigation strategies in Williams syndrome and typical development.
Developmental Science
, 17
(6)
pp. 920-934.
10.1111/desc.12176.
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Broadbent, HJ;
Farran, EK;
Tolmie, A;
(2014)
Object-Based Mental Rotation and Visual Perspective-Taking in Typical Development and Williams Syndrome.
Developmental Neuropsychology
, 39
(3)
pp. 205-225.
10.1080/87565641.2013.876027.
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C
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Connelly, V;
Sumner, EJ;
Barnett, A;
(2014)
Dyslexia and writing: Poor spelling can interfere with good quality composition.
Brookes eJournal of Learning and Teaching
, 6
(2)
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Cowan, R;
Powell, D;
(2014)
The Contributions of Domain-General and Numerical Factors to Third-Grade Arithmetic Skills and Mathematical Learning Disability.
Journal of Educational Psychology
, 106
(1)
pp. 214-229.
10.1037/a0034097.
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F
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Filippi, R;
Karaminis, T;
Thomas, M;
(2014)
Language switching in bilingual production: Empirical data and computational modelling.
Bilingualism: Language and Cognition
, 17
(2)
pp. 294-315.
10.1017/S1366728913000485.
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Flouri, E;
Midouhas, E;
Joshi, H;
(2014)
Family Poverty and Trajectories of Children's Emotional and Behavioural Problems: The Moderating Roles of Self-Regulation and Verbal Cognitive Ability.
Journal of Abnormal Child Psychology
, 42
pp. 1043-1056.
10.1007/s10802-013-9848-3.
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Flouri, E;
Panourgia, C;
(2014)
Negative automatic thoughts and emotional and behavioural problems in adolescence.
Child and Adolescent Mental Health
, 19
(1)
pp. 46-51.
10.1111/camh.12004.
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Flouri, E;
Midouhas, E;
Joshi, H;
(2014)
The role of urban neighbourhood green space in children's emotional and behavioural resilience.
Journal of Environmental Psychology
, 40
pp. 179-186.
10.1016/j.jenvp.2014.06.007.
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H
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Hagger, Martin S;
Rentzelas, Panagiotis;
Chatzisarantis, Nikos LD;
(2014)
Effects of individualist and collectivist group norms and choice on intrinsic motivation.
Motivation and Emotion
, 38
(2)
pp. 215-223.
10.1007/s11031-013-9373-2.
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Hayton, J;
Wall, K;
(2014)
Developing novel intervention materials to aid dressing skills in visually impaired children aged 4-6 years.
Presented at: BERA Annual Conference 2014, London, UK.
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Hurry, J;
Rogers, L;
(2014)
Education, training and employment in prison and post-release.
[Editorial comment].
London Review of Education
, 12
(2)
pp. 159-161.
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J
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Jones, L;
Goddard, L;
Hill, EL;
Henry, LA;
Crane, L;
(2014)
Experiences of Receiving a Diagnosis of Autism Spectrum Disorder: A Survey of Adults in the United Kingdom.
Journal of Autism and Developmental Disorders
, 44
(12)
pp. 3033-3044.
10.1007/s10803-014-2161-3.
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K
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Knight, FLC;
Longo, MR;
Bremner, AJ;
(2014)
Categorical perception of tactile distance.
Cognition
, 131
(2)
pp. 254-262.
10.1016/j.cognition.2014.01.005.
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M
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Marshall, C;
Rowley, K;
Atkinson, J;
(2014)
Modality-Dependent and -Independent Factors in the Organisation of the Signed Language Lexicon: Insights From Semantic and Phonological Fluency Tasks in BSL.
Journal of Psycholinguistic Research
, 43
(5)
pp. 587-610.
10.1007/s10936-013-9271-5.
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N
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Niolaki, GZ;
Masterson, J;
Terzopoulos, AR;
(2014)
Spelling improvement through letter-sound and whole-word training in two multilingual Greek- and English- speaking children.
Multilingual Education
, 4
(1)
, Article 20. 10.1186/s13616-014-0020-3.
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R
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Radford, J;
Bosanquet, P;
Webster, R;
Blatchford, P;
Rubie-Davies, C;
(2014)
Fostering learner independence through heuristic scaffolding: A valuable role for teaching assistants.
International Journal of Educational Research
, 63
pp. 116-126.
10.1016/j.ijer.2013.02.010.
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Remington, A;
Cartwright-Finch, U;
Lavie, N;
(2014)
I can see clearly now: the effects of age and perceptual load on inattentional blindness.
Frontiers in Human Neuroscience
, 8
, Article 229. 10.3389/fnhum.2014.00229.
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Rogers, L;
Hurry, J;
Simonot, M;
Wilson, A;
(2014)
The Aspirations and Realities of prison education for under-25s in the London area.
London Review of Education
, 12
(2)
pp. 184-196.
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S
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Sumner, Emma J;
Connelly, V;
Barnett, A;
(2014)
A review of dyslexia and expressive writing in English.
In: Arfe, B and Dockrell, J and Berninger, V, (eds.)
Writing Development in Children with Hearing Loss, Dyslexia, Or Oral Language Problems Implications for Assessment and Instruction.
(pp. 188-200).
Oxford University Press: Oxford, United Kingdom.
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Swettenham, J;
Remington, A;
Murphy, P;
Feuerstein, M;
Grim, K;
Lavie, N;
(2014)
Seeing the unseen: autism involves reduced susceptibility to inattentional blindness.
Neuropsychology
, 28
(4)
pp. 563-570.
10.1037/neu0000042.
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W
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Walker, ZM;
Sims, T;
(2014)
A meta-analysis of technology-based interventions on the phonological skills of children with dyslexia.
Asia Pacific Journal of Developmental Differences
, 1
(2)
pp. 190-201.
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Webster, RE;
(2014)
Code of Practice: How research evidence on the role and impact of teaching assistants can inform professional practice.
Educational Psychology and Practice
, 30
(3)
pp. 232-237.
10.1080/02667363.2014.917401.
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