Again we used the Longo et al. (2008) questionnaire items in conjunction with OT measurements.
Again, we used signals from the Keele database with fs= 8 kHz.
Here again, we used a styrofoam casing and adopted a 1-second sampling rate.
Here again, we used the Kappa coefficient to measure the level of agreement between them.
Again, we used α = 20 and 100 in this study to compare the performance with the EF measures.
If there is a relationship, is it driven by individual or group level effects, or both?" Again, we used aggregated individual data as approximations for average program-level outcomes concerning content knowledge scores.
Again, we used this information to define another incremental strategy for applying mutation operators considering faults modeled by these operators are very difficult to be statically detected by FindBugs.
Again we used hierarchical regression models to test these assumptions, considering AAD and situational uncertainty in the first step, adding an interaction term (AAD × SU) in the second step, and controlling for gender, perceived teacher student relationship, and perceived teacher's instructional clarity in the third step (see Table 5).
Again, we used the IC50 values for artesunate of 55 NCI cell lines.
Once again we used a description that only considers the Cα of each residue.
Again, we used P<0.001 as the cutoff value to construct the eQTL network.
