Bibliography for PSYC3104: Psychology and Education BETA

ACE Education Advice CIC & ACE Education Training LLP | Search Results (no date). Available at: http://www.ace-ed.org.uk/publications/download-advice-booklets/fixed-period-exclusion.

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Adey, P. and Shayer, M. (1993) ‘An Exploration of Long-Term Far-Transfer Effects Following an Extended Intervention Program in the High School Science Curriculum’, Cognition and Instruction, 11(1), pp. 1–29. Available at: https://www.jstor.org/stable/3233671.

Albanesi, C., Cicognani, E. and Zani, B. (2007) ‘Sense of community, civic engagement and social well-being in Italian adolescents’, Journal of Community & Applied Social Psychology, 17(5), pp. 387–406. Available at: https://doi.org/10.1002/casp.903.

Aleven, V.A.W.M.M. and Koedinger, K.R. (2002) ‘An effective metacognitive strategy: learning by doing and explaining with a computer-based Cognitive Tutor’, Cognitive Science, 26(2), pp. 147–179. Available at: https://doi.org/10.1207/s15516709cog2602_1.

Alloway, T.P. and Alloway, R.G. (2010) ‘Investigating the predictive roles of working memory and IQ in academic attainment’, Journal of Experimental Child Psychology, 106(1), pp. 20–29. Available at: https://doi.org/10.1016/j.jecp.2009.11.003.

Ames, Carole (no date) ‘Classrooms: Goals, Structures, and Student Motivation’, Journal of Educational Psychology, 84(3), pp. 261–271. Available at: http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00004760-199209000-00002&LSLINK=80&D=ovft.

Ashcraft, M.H. (2002) ‘Math Anxiety: Personal, Educational, and Cognitive Consequences’, Current Directions in Psychological Science, 11(5), pp. 181–185. Available at: https://doi.org/10.1111/1467-8721.00196.

Ashman, A.F. and Conway, R.N.F. (1993) Using cognitive methods in the classroom. London: Routledge.

Aylward, E.H. (22AD) ‘Instructional treatment associated with changes in brain activation in children with dyslexia’, Neurology, 61(2), pp. 212–219. Available at: http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00006114-200307220-00014&LSLINK=80&D=ovft.

Baird, J.R. (1986) ‘Improving learning through enhanced metacognition: a classroom study’, European Journal of Science Education, 8(3), pp. 263–282. Available at: https://doi.org/10.1080/0140528860080303.

Bastian, B. and Haslam, N. (2010) ‘Excluded from humanity: The dehumanizing effects of social ostracism’, Journal of Experimental Social Psychology, 46(1), pp. 107–113. Available at: https://doi.org/10.1016/j.jesp.2009.06.022.

Battistich, V. and Hom, A. (1997) ‘The relationship between students’ sense of their school as a community and their involvement in problem behaviors.’, American Journal of Public Health, 87(12), pp. 1997–2001. Available at: https://doi.org/10.2105/AJPH.87.12.1997.

Baumeister, R.F. and Leary, M.R. (1995) ‘The need to belong: Desire for interpersonal attachments as a fundamental human motivation.’, Psychological Bulletin, 117(3), pp. 497–529. Available at: http://ovidsp.tx.ovid.com/sp-3.33.0b/ovidweb.cgi?QS2=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.

Birch, S., Cline, T. and Gulliford, A. (2015a) Educational psychology: topics in applied psychology. Second edition. London: Routledge. Available at: https://doi.org/10.4324/9781315719962.

Birch, S., Cline, T. and Gulliford, A. (2015b) Educational psychology: topics in applied psychology. Second edition. London: Routledge. Available at: https://doi.org/10.4324/9781315719962.

Bond, L. et al. (2007) ‘Social and School Connectedness in Early Secondary School as Predictors of Late Teenage Substance Use, Mental Health, and Academic Outcomes’, Journal of Adolescent Health, 40(4), p. 357.e9-357.e18. Available at: https://doi.org/10.1016/j.jadohealth.2006.10.013.

Boulware-Gooden, R. et al. (2007) ‘Instruction of Metacognitive Strategies Enhances Reading Comprehension and Vocabulary Achievement of Third-Grade Students’, The Reading Teacher, 61(1), pp. 70–77. Available at: https://doi.org/10.1598/RT.61.1.7.

Breznitz, Zvia (2012) Reading, writing, mathematics and the developing brain: listening to many voices. Dordrecht: Springer. Available at: https://doi.org/http://dx.doi.org/10.1007/978-94-007-4086-0.

Brown, G. (1984) ‘Metacognition: New insights into old problems?’, British Journal of Educational Studies, 32(3), pp. 213–219. Available at: https://doi.org/10.1080/00071005.1984.9973688.

Building Community in School | Developmental Studies Center (no date). Available at: http://www.devstu.org/research-articles-and-papers-building-community-in-school-the-child-development-project.

Burke, L.A. and Williams, J.M. (2012) ‘The impact of a thinking skills intervention on children’s concepts of intelligence’, Thinking Skills and Creativity, 7(3), pp. 145–152. Available at: https://doi.org/10.1016/j.tsc.2012.01.001.

Burton, S. (2006) ‘“Over To You”: Group work to help pupils avoid school exclusion’, Educational Psychology in Practice, 22(3), pp. 215–236. Available at: https://doi.org/10.1080/02667360600845778.

Cain, Kate (2010) Reading development and difficulties: an introduction. Oxford: Wiley-Blackwell.

Cairns, Robert B. and Cairns, Beverley D. (1994) Lifelines and risks: pathways of youth in our time. New York: Harvester Wheatsheaf.

Cardelle-Elawar, M. (1995) ‘Effects of metacognitive instruction on low achievers in mathematics problems’, Teaching and Teacher Education, 11(1), pp. 81–95. Available at: https://doi.org/10.1016/0742-051X(94)00019-3.

Carr, M., Alexander, J. and Folds-Bennett, T. (1994) ‘Metacognition and mathematics strategy use’, Applied Cognitive Psychology, 8(6), pp. 583–595. Available at: https://doi.org/10.1002/acp.2350080605.

Castles, A. and Coltheart, M. (2004) ‘Is there a causal link from phonological awareness to success in learning to read?’, Cognition, 91(1), pp. 77–111. Available at: https://doi.org/10.1016/S0010-0277(03)00164-1.

Catalano, R.F. et al. (2004) ‘The Importance of Bonding to School for Healthy Development: Findings from the Social Development Research Group’, Journal of School Health, 74(7), pp. 252–261. Available at: https://doi.org/10.1111/j.1746-1561.2004.tb08281.x.

Catalogue - Senate House Libraries -- Educational and child psychology. (no date). Available at: http://encore.ulrls.lon.ac.uk/iii/encore/record/C__Rb1735175__Seducational%2520and%2520child%2520psychology__Orightresult__X5?lang=eng&suite=cobalt.

Challenge and Motivation (no date). Available at: http://education.purduecal.edu/vockell/edpsybook/edpsy5/edpsy5_challenge.htm.

Charlton, T., Panting, C. and Willis, H. (2004) ‘Targeting exclusion, disaffection and truancy in secondary schools’, Emotional and Behavioural Difficulties, 9(4), pp. 261–275. Available at: https://doi.org/10.1177/1363275204050372.

Chavis, D.M. et al. (1986) ‘Sense of community through Brunswik’s lens: A first look’, Journal of Community Psychology, 14(1), pp. 24–40. Available at: https://onlinelibrary.wiley.com/doi/abs/10.1002/1520-6629%28198601%2914%3A1%3C24%3A%3AAID-JCOP2290140104%3E3.0.CO%3B2-P.

Chavis, D.M. and Pretty, G.M.H. (1999) ‘Sense of community: Advances in measurement and application’, Journal of Community Psychology, 27(6), pp. 635–642. Available at: https://onlinelibrary.wiley.com/doi/abs/10.1002/%28SICI%291520-6629%28199911%2927%3A6%3C635%3A%3AAID-JCOP1%3E3.0.CO%3B2-F.

Chi, M.T.H. (1996) ‘Constructing Self-Explanations and Scaffolded Explanations in Tutoring’, Applied Cognitive Psychology, 10(7), pp. 33–49. Available at: https://doi.org/https://doi.org/10.1002/ACP436.

Chiessi, M., Cicognani, E. and Sonn, C. (2010) ‘Assessing Sense of Community on adolescents: validating the brief scale of Sense of Community in adolescents (SOC-A)’, Journal of Community Psychology, 38(3), pp. 276–292. Available at: https://doi.org/10.1002/jcop.20364.

Chipuer, H.M. and Pretty, G.M.H. (1999) ‘A review of the sense of community index: Current uses, factor structure, reliability, and further development’, Journal of Community Psychology, 27(6), pp. 643–658. Available at: https://onlinelibrary.wiley.com/doi/abs/10.1002/%28SICI%291520-6629%28199911%2927%3A6%3C643%3A%3AAID-JCOP2%3E3.0.CO%3B2-B.

Colley, D. (2009) ‘Nurture groups in secondary schools’, Emotional and Behavioural Difficulties, 14(4), pp. 291–300. Available at: https://doi.org/10.1080/13632750903303120.

Danoff, B., Harris, K. and Graham, S. (1990) ‘Incorporating strategy instruction within the writing process in the regular classroom: Effects on the writing of students with and without learning disabilities’, Journal of Literacy Research, 25(3), pp. 295–322. Available at: https://doi.org/10.1080/10862969009547819.

Deci, E.L. and Ryan, R.M. (1985) Intrinsic Motivation and Self-Determination in Human Behavior. Boston, MA: Springer US. Available at: https://doi.org/10.1007/978-1-4899-2271-7.

‘Developing Conceptual Understanding and Procedural Skill in Mathematics: An Iterative Process’ (2001) Journal of Educational Psychology, 93(2), pp. 346–362. Available at: http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00004760-200106000-00010&LSLINK=80&D=ovft.

Dewey, J. and Bento, J. (2009) ‘Activating children’s thinking skills (ACTS): The effects of an infusion approach to teaching thinking in primary schools’, British Journal of Educational Psychology, 79(2), pp. 329–351. Available at: https://doi.org/10.1348/000709908X344754.

Doran, C. and Cameron, R.J. (1995) ‘Learning About Learning: Metacognitive Approaches in the Classroom’, Educational Psychology in Practice, 11(2), pp. 15–23. Available at: https://doi.org/10.1080/0266736950110203.

Duckworth, A.L. and Seligman, M.E.P. (2005) ‘Self-Discipline Outdoes IQ in Predicting Academic Performance of Adolescents’, Psychological Science, 16(12), pp. 939–944. Available at: https://doi.org/10.1111/j.1467-9280.2005.01641.x.

Duff, F.J. and Clarke, P.J. (2011) ‘Practitioner Review: Reading disorders: what are the effective interventions and how should they be implemented and evaluated?’, Journal of Child Psychology and Psychiatry, 52(1), pp. 3–12. Available at: https://doi.org/10.1111/j.1469-7610.2010.02310.x.

Dynamic Assessment and Response to Intervention: Two Sides of One Coin - ProQuest (no date). Available at: http://search.proquest.com/docview/194230253/1424695E3562E843782/2?accountid=14511.

‘Effects of Cognitive Strategy Instruction on Math Problem Solving of Middle School Students With Learning Disabilities’ (2011) Learning Disability Quarterly, 34(4), pp. 262–272. Available at: https://doi.org/10.1177/0731948711421762.

Elliott, J. (2003) ‘Dynamic Assessment in Educational Settings: Realising potential’, Educational Review, 55(1), pp. 15–32. Available at: https://doi.org/10.1080/00131910303253.

Fenning, P. and Rose, J. (2007) ‘Overrepresentation of African American Students in Exclusionary Discipline The Role of School Policy’, Urban Education, 42(6), pp. 536–559. Available at: https://doi.org/10.1177/0042085907305039.

Ferguson, N. et al. (2011) ‘The longitudinal impact of a comprehensive literacy intervention’, Educational Research, 53(3), pp. 237–256. Available at: https://doi.org/10.1080/00131881.2011.598657.

Frank M. Gresham (1997) ‘Social Competence and Affective Characteristics of Students with Mild Disabilities’, Review of Educational Research, 67(4), pp. 377–415. Available at: http://www.jstor.org/stable/info/1170514.

Frederickson, N. et al. (2007a) ‘Assessing the social and affective outcomes of inclusion’, British Journal of Special Education, 34(2), pp. 105–115. Available at: https://doi.org/10.1111/j.1467-8578.2007.00463.x.

Frederickson, N. et al. (2007b) ‘Assessing the social and affective outcomes of inclusion’, British Journal of Special Education, 34(2), pp. 105–115. Available at: https://doi.org/10.1111/j.1467-8578.2007.00463.x.

Frederickson, N. et al. (2007c) ‘Assessing the social and affective outcomes of inclusion’, British Journal of Special Education, 34(2), pp. 105–115. Available at: https://doi.org/10.1111/j.1467-8578.2007.00463.x.

Frederickson, N. and Cline, T. (2015) Special educational needs, inclusion and diversity. Third edition. Maidenhead, Berkshire, England: McGraw Hill/Open University Press. Available at: http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=nlebk&AN=1172057&site=ehost-live&scope=site.

Frederickson, N. and Frith, U. (1998) ‘Identifying dyslexia in bilingual children: a phonological approach with inner London Sylheti speakers’, Dyslexia, 4(3), pp. 119–131. Available at: https://onlinelibrary.wiley.com/doi/abs/10.1002/%28SICI%291099-0909%28199809%294%3A3%3C119%3A%3AAID-DYS112%3E3.0.CO%3B2-8.

Frederickson, N.L. and Furnham, A.F. (2004) ‘Peer-assessed behavioural characteristics and sociometric rejection: Differences between pupils who have moderate learning difficulties and their mainstream peers’, British Journal of Educational Psychology, 74(3), pp. 391–410. Available at: https://doi.org/10.1348/0007099041552305.

Frederickson, Norah (2008) ‘Do modern methods of teaching reading cause dyslexia?’, in Educational psychology: topics in applied psychology. London: Hodder Education, pp. 103–120. Available at: http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781444116861.

Frederickson, Norah, Miller, Andy, and Cline, Tony (2008) Educational psychology: topics in applied psychology. London: Hodder Education. Available at: https://www.dawsonera.com/guard/protected/dawson.jsp?name=https://shib-idp.ucl.ac.uk/shibboleth&dest=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9781444116861.

Frith, U. (1999) ‘Paradoxes in the definition of dyslexia’, Dyslexia, 5(4), pp. 192–214. Available at: https://onlinelibrary.wiley.com/doi/10.1002/%28SICI%291099-0909%28199912%295%3A4%3C192%3A%3AAID-DYS144%3E3.0.CO%3B2-N.

Garner, J. and Thomas, M. (2011) ‘The role and contribution of Nurture Groups in secondary schools: perceptions of children, parents and staff’, Emotional and Behavioural Difficulties, 16(2), pp. 207–224. Available at: https://doi.org/10.1080/13632752.2011.569410.

Geary, David C. (no date) ‘Reflections of Evolution and Culture in Children’s Cognition: Implications for Mathematical Development and Instruction’, American Psychologist, 50(1), pp. 24–37. Available at: http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00000487-199501000-00003&LSLINK=80&D=ovft.

Geary, D.C. (1996) ‘International Differences in Mathematical Achievement: Their Nature, Causes, and Consequences.’, Current Directions in Psychological Science, 5(5), pp. 133–137. Available at: https://doi.org/10.1111/1467-8721.ep11512344.

Gillborn, D. (1997) ‘Ethnicity and Educational Performance in the United Kingdom: Racism, Ethnicity, and Variability in Achievement’, Anthropology  Education Quarterly, 28(3), pp. 375–393. Available at: https://doi.org/10.1525/aeq.1997.28.3.375.

Gipps, C. V. (1994) Beyond testing: towards a theory of educational assessment. London: RoutledgeFalmer. Available at: https://www.taylorfrancis.com/books/9780203486009.

Gipps, C.V. (1994) Beyond testing: towards a theory of educational assessment. London: RoutledgeFalmer. Available at: https://www.taylorfrancis.com/books/9780203486009.

Goswami, U. (2006) ‘Neuroscience and education: from research to practice?’, Nature Reviews Neuroscience, 7(5), pp. 406–413. Available at: https://doi.org/10.1038/nrn1907.

Goswami, Usha C. (2007a) Blackwell handbook of childhood cognitive development. Hoboken, NJ: Wiley InterScience. Available at: http://dx.doi.org/10.1002/9780470996652.

Goswami, Usha C. (2007b) Blackwell handbook of childhood cognitive development. Hoboken, NJ: Wiley InterScience. Available at: http://dx.doi.org/10.1002/9780470996652.

Goswami, Usha C. (2008a) ‘Reading and mathematical development’, in Cognitive development: the learning brain. Hove: Psychology Press, pp. 334–371. Available at: https://bibliu.com/app/?bibliuMagicToken=tx4Gi2NSlSpgBA6cu45ZMSBIVV2g0esk#/view/books/9781317410041/epub/OEBPS/html/ch18.html#page_458.

Goswami, Usha C. (2008b) ‘Reading and mathematical development’, in Cognitive development: the learning brain. Hove: Psychology Press, pp. 334–371. Available at: https://bibliu.com/app/?bibliuMagicToken=tx4Gi2NSlSpgBA6cu45ZMSBIVV2g0esk#/view/books/9781317410041/epub/OEBPS/html/ch18.html#page_458.

Greenway, C. (2002) ‘The Process, Pitfalls and Benefits of Implementing a Reciprocal Teaching Intervention to Improve the Reading Comprehension of a Group of Year 6 Pupils’, Educational Psychology in Practice, 18(2), pp. 113–137. Available at: https://doi.org/10.1080/02667360220144557.

Hallam, S. (2007) ‘Evaluation of Behavioural Management in Schools: A Review of the Behaviour Improvement Programme and the Role of Behaviour and Education Support Teams’, Child and Adolescent Mental Health, 12(3), pp. 106–112. Available at: https://doi.org/10.1111/j.1475-3588.2007.00442.x.

Hallam, S. and Castle, F. (2001) ‘Exclusion from School: What can help prevent it?’, Educational Review, 53(2), pp. 169–179. Available at: https://doi.org/10.1080/00131910120055598.

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Hartas, D. (2011) ‘Families’ social backgrounds matter: socio-economic factors, home learning and young children’s language, literacy and social outcomes’, British Educational Research Journal, 37(6), pp. 893–914. Available at: https://doi.org/10.1080/01411926.2010.506945.

Harvey Goldstein and Geoffrey Woodhouse (2000) ‘School Effectiveness Research and Educational Policy’, Oxford Review of Education, 26(3/4), pp. 353–363. Available at: http://www.jstor.org/stable/1050763.

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Heider, Fritz (1958) The psychology of interpersonal relations. New York: Wiley. Available at: http://ovidsp.ovid.com/ovidweb.cgi?T=JS&NEWS=N&PAGE=toc&SEARCH=2004-21806.dd&LINKTYPE=asBody&D=psbk.

HeinOnline Printing (no date). Available at: http://www.heinonline.org/HOL/Print?handle=hein.journals/crim41&div=35&collection=journals&set_as_cursor=1&men_tab=srchresults.

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Herrero, J. and Gracia, E. (2007) ‘Measuring perceived community support: Factorial structure, longitudinal invariance, and predictive validity of the PCSQ (perceived community support questionnaire)’, Journal of Community Psychology, 35(2), pp. 197–217. Available at: https://doi.org/10.1002/jcop.20143.

Hirschman, A.O. (1991) The rhetoric of reaction: perversity, futility, jeopardy. Cambridge, Mass: Belknap Press.

Hope J. Hartman (1994) ‘From Reciprocal Teaching to Reciprocal Education’, Journal of Developmental Education, 18(1), pp. 2–32. Available at: http://www.jstor.org/stable/42775535?seq=1#page_scan_tab_contents.

Houtveen, A.A.M. and van de Grift, W.J.C.M. (2007) ‘Effects of metacognitive strategy instruction and instruction time on reading comprehension’, School Effectiveness and School Improvement, 18(2), pp. 173–190. Available at: https://doi.org/10.1080/09243450601058717.

Hu, W. et al. (2011) ‘Effects of a “Learn to Think” intervention programme on primary school students’, British Journal of Educational Psychology, 81(4), pp. 531–557. Available at: https://doi.org/10.1348/2044-8279.002007.

Inclusive Education Research & Practice - Bui et al. article, Topic 2 on Moodle (no date). Available at: https://moodle.ucl.ac.uk/course/view.php?id=22103.

Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches - ProQuest (no date). Available at: http://search.proquest.com/docview/194218914/1422D56DFEE61646701/6?accountid=14511.

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Item Display - Educational and child psychology (no date b). Available at: http://ioe.sirsidynix.net.uk/uhtbin/cgisirsi/Mon+Feb++2+13:00:59+2015/0/0/5?user_id=WEBSERVER&search_type=KEYWORD&srchfield1=GENERAL%5ESUBJECT%5EGENERAL%5E%5Ewords+or+phrase&library=ALL&language=ANY&format=ANY&item_type=ANY&location=ANY&match_on=KEYWORD&sort_by=ANY&searchdata1=0267-1611%7B022%7D.

IZA - Institute for the Study of Labor (no date). Available at: http://www.iza.org/en/webcontent/publications/papers/viewAbstract?dp_id=6149.

Jaana Juvonen, & Bernard Weiner (1993) ‘An Attributional Analysis of Students’ Interactions: The Social Consequences of Perceived Responsibility’, Educational Psychology Review, 5(4), pp. 325–345. Available at: http://www.jstor.org/stable/info/23359296.

Jensen, M. (2001) ‘Mediating knowledge construction.’, Educational and child psychology., 20(2). Available at: http://encore.ulrls.lon.ac.uk/iii/encore/record/C__Rb1735175__Seducational%2520and%2520child%2520psychology__Orightresult__X5;jsessionid=6D1228ACE65A355678CC763A8501C872?lang=eng&suite=cobalt.

Jones, D., Monsen, J. and Franey, J. (2013) ‘Using the Staff Sharing Scheme to support school staff in managing challenging behaviour more effectively’, Educational Psychology in Practice, 29(3), pp. 258–277. Available at: https://doi.org/10.1080/02667363.2013.820173.

‘Journal of Child Psychology and Psychiatry, and Allied Disciplines’ (no date), 53(5). Available at: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3492851/.

Karla K. Stuebing (2002) ‘Validity of IQ-Discrepancy Classifications of Reading Disabilities: A Meta-Analysis’, American Educational Research Journal, 39(2), pp. 469–518. Available at: http://www.jstor.org/stable/info/3202529.

Keith E. Stanovich (no date) ‘Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy’, Reading Research Quarterly, 21(4), pp. 360–407. Available at: http://www.jstor.org/stable/747612.

Kelly, M., Moore, D.W. and Tuck, B.F. (1994) ‘Reciprocal Teaching in a Regular Primary School Classroom’, The Journal of Educational Research, 88(1), pp. 53–61. Available at: https://doi.org/10.1080/00220671.1994.9944834.

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Kolić-Vehovec, S. and Bajšanski, I. (2007) ‘Comprehension monitoring and reading comprehension in bilingual students’, Journal of Research in Reading, 30(2), pp. 198–211. Available at: https://doi.org/10.1111/j.1467-9817.2006.00319.x.

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