School of Psychology & Sport Science
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Teasing apart factors influencing executive function performance in bilinguals and monolinguals at different ages: Teasing apart factors
Gathercole, V., Thomas, E., Vinas-Guasch, N., Kennedy, I., Prys, C., Young, N., Roberts, E., Hughes-Parry, E. & Jones, L., 12 Jun 2019, Bilingualism, Executive Function, and Beyond: Questions and insights. Sekerina, I., Spradlin, L. & Valian, V. (eds.). Amsterdam/Philadelphia: John Benjamins, Vol. 57 . p. 295-336 42 p. (Studies in Bilingualism; vol. 57).Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review
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Teasing apart factors influencing Executive Function performance in bilinguals and monolinguals at different ages
Gathercole, V. C. M., Thomas, E. M., Viñas Guasch, N., Kennedy, I., Prys, C., Young, N. E., Roberts, E. J., Hughes, E. K. & Jones, L., Oct 2016, In: Linguistic Approaches to Bilingualism. 6, 5, p. 605-647Research output: Contribution to journal › Article › peer-review
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Tear Fluid SIgA as a Noninvasive Biomarker of Mucosal Immunity and Common Cold Risk.
Hamstock, H. G., Walsh, N. P., Edwards, J. P., Fortes, M. B., Cosby, S. L., Nugent, A., Curran, T., Coyle, P. V., Mard, M. D. & Yong, H. A., 22 Oct 2015, In: Medicine and Science in Sports and Exercise. 48, 3, p. 569–577Research output: Contribution to journal › Article › peer-review
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Tear Fluid Osmolarity as a Potential Marker of Hydration Status
Fortes, M. B., Diment, B., Di Felice, U., Gunn, A. E., Kendall, J. L., Esmaeelpour, M. & Walsh, N. P., 28 Jan 2011, In: Medicine and Science in Sports and Exercise. 43, 8, p. 1590-1597Research output: Contribution to journal › Article › peer-review
- Published
Teaching, teasing, flirting and fighting: A study of interactions between participants in a psychotherapeutic group for people with a dementia syndrome
Offord, R., Hardy, G., Lamers, C. & Bergin, L., 1 Jan 2006, In: Dementia. 5, 2, p. 167–195Research output: Contribution to journal › Article › peer-review
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Teaching science skills and knowledge to students with developmental disabilities: A systematic review
Apanasionok, M. M., Hastings, R. P., Grindle, C., Watkins, R. & Paris, A., Sept 2019, In: Journal of Research in Science Teaching. 56, 7, p. 847-880Research output: Contribution to journal › Article › peer-review
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Teaching psychoactive drugs and addictive behaviors through films
Cox, W. M., Flicker, K. R. & Kelly, S. D., 1982, In: Bulletin of the Society of Psychologists in Substance Abuse.Research output: Contribution to journal › Article › peer-review
- Published
Teaching early numeracy to students with autism using a school staff delivery model
Apanasionok, M. M., Alallawi, B., Grindle, C. F., Hastings, R. P., Watkins, R. C., Nicholls, G., Maguire, L. & Staunton, D., Mar 2021, In: British Journal of Special Education. 48, 1, p. 90-111 22 p.Research output: Contribution to journal › Article › peer-review
- Published
Teaching conventional early reading skills to children with intellectual disabilities in special schools in the UK: a survey of current practices and perceived barriers
Roberts-Tyler, E. J., Beverley, M., Hughes, J. C. & Hastings, R. P., Aug 2021, In: European Journal of Special Needs Education. 36, 4, p. 485-501 17 p.Research output: Contribution to journal › Article › peer-review
- Published
Teaching children with autism when reward is delayed. The effects of marking before and after a response.
Grindle, C. F. & Remington, B., 1 Jan 2003.Research output: Contribution to conference › Paper
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Teaching children with autism when reward delayed. The effects of two kinds of marking stimuli.
Grindle, C. F. & Remington, B., 1 Dec 2005, In: Journal of Autism and Developmental Disorders. 35, 6, p. 839-850Research output: Contribution to journal › Article › peer-review
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Teaching children with autism using conditioned cue-value and response-marking procedures: a socially valid procedure.
Grindle, C. F. & Remington, B., 1 Sept 2004, In: Research in Developmental Disabilities. 25, 5, p. 413-429Research output: Contribution to journal › Article › peer-review
- Published
Teaching children with autism using conditioned cue-value and response-marking procedures.
Grindle, C. F. & Remington, B., 1 Jan 2003.Research output: Contribution to conference › Paper
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Teaching children with autism to read using Headsprout Early Reading: Implementation in a Special SchoolSetting.
Grindle, C. F., Hughes, J. C., Saville, M., Chandler, M. & Youngs, R., 1 Jan 2012.Research output: Contribution to conference › Paper
- Published
Teaching Mindfulness-Based Groups: The Inside Out Group model
Griffith, G. & Bartley, T., 1 Jul 2022, Pavilion Publishing. 245 p.Research output: Book/Report › Book
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Teaching Early Reading Skills to Children with Intellectual and Developmental Disabilities Using Computer-Delivered Instruction: A Pilot Study
Tyler, E. J., Hughes, J. C., Wilson, M. M., Beverley, M., Hastings, R. & Williams, B. M., 1 Mar 2015, In: Journal of International Special Needs Education. 18, 1, p. 1-11Research output: Contribution to journal › Article › peer-review
- Published
Teaching Children with Autism to Comprehend Text Using Headsprout Reading Comprehension.
Grindle, C. F., Hughes, J. C., Saville, M. & Kurzeja, O., 1 Jan 2012.Research output: Contribution to conference › Paper
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Teaching Children with Autism to Comprehend Text Using Headsprout Reading Comprehension
Grindle, C. F., Hughes, J. C. & Saville, M., 1 Jan 2011.Research output: Contribution to conference › Paper
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Teaching Children with Autism Reading Comprehension Skills using Online Reading Instruction: Preliminary Evaluation of Headsprout Reading Comprehension
Grindle, C., University, B., Tyler, E., Saville, M., Hughes, J., Hastings, R. & Jackson Brown, F., Apr 2020, In: Journal of International Special Needs Education. 23, 1, p. 1-12 12 p.Research output: Contribution to journal › Article › peer-review
- Published
Teachers' emotional expression about disruptive boys.
Daley, D. M., Daley, D., Renyard, L. & Sonuga-Barke, E. J., 1 Mar 2005, In: British Journal of Educational Psychology. 75, 1, p. 25-35Research output: Contribution to journal › Article › peer-review
- Published
Teacher Competence in Mindfulness-Based Cognitive Therapy for Depression and Its Relation to Treatment Outcome
Huijbers, M. J., Crane, R., Kuyken, W., Heijke, L., Van den Hout, I., Donders, R. & Speckens, A., Aug 2017, In: Mindfulness. 8, 4, p. 960-972Research output: Contribution to journal › Article › peer-review
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Taste perception and implicit attitude toward sweet related to body mass index and soft drink supplementation
Markland, D. A., Kubis, H., Sartor, F., Donaldson, L. F., Markland, D., Loveday, H., Jackson, M. J. & Kubis, H. P., 1 Aug 2011, In: Appetite. 57, 1, p. 237-246Research output: Contribution to journal › Article › peer-review
- Published
Task-irrelevant visual motion and flicker attenuate the attentional blink.
Arend, I., Johnston, S. & Shapiro, K. L., 1 Aug 2006, In: Psychonomic Bulletin and Review. 13, 4, p. 600-607Research output: Contribution to journal › Article › peer-review
- Published
Task switching and action sequencing
Schuch, S. E., Schuch, S. & Koch, I., 1 Jan 2006, In: Psychological Research. 70, 6, p. 526-540Research output: Contribution to journal › Article › peer-review
- Published
Task preparation and task inhibition: a comment on Koch, Gade, Schuch, & Philipp (2010)
Grange, J. A. & Houghton, G., 1 Feb 2011, In: Psychonomic Bulletin and Review. 18, 1, p. 211-216Research output: Contribution to journal › Article › peer-review