The phrase "attributed to a difference of" is correct and usable in written English.
It can be used when explaining the cause or reason for a particular outcome or situation, often in academic or analytical contexts.
Example: "The discrepancies in the survey results were attributed to a difference of opinion among the participants."
Alternatives: "due to a variation in" or "resulting from a disparity in".
Some of this variation could be attributed to a difference of dialect or accent and is of no concern here.
A possible cause of the remaining discrepancy is post-seismic deformation (GSI, 2011b), attributed to a difference of observation date between the GPS (960550) and the InSAR measurements.
The Supreme Court has found that a decision is "arbitrary and capricious" if it relied on factors not contemplated by Congress, ignored an important part of the problem at hand, ignored evidence to the contrary or came up with a decision that is so implausible it could not be attributed to a difference of opinion within the agency (State Farm, 463 U.S. 43).
This could be attributed to a difference of sampling technique (high-volume vs. low-volume sampling), but it was more likely because the volunteers wearing the personal samples only spent part of the time in the exposure area.
By considering two different sources for SO2 and H2S as above, the difference of the ratio may be attributed to a difference in mixing ratio of magmatic and hydrothermal gases.
Similar to n-alkanes, n-alkanoic acids and other n-alkane derivatives, several metal carboxylates display this type of behavior, which was widely understood to be attributed to a difference in the packing of the hydrocarbon chains in the lattice.
This result cannot be attributed to a difference in molecular mobility of the polymers in the nanocomposites in comparison to pure PMMA and PS, since broadband dielectric spectroscopy (BDS) indicates no effect of silica nanoparticles on the polymer segmental dynamics.
These observed differences cannot be attributed to a difference in the size of the Tc1 mice.
The difference in the responses between active and passive exercise could be attributed to a difference in the workload of the exercise.
Since the open-ended questions of problem-solving test involved more active and in depth recall than the multiple-choice questions of the conceptual knowledge test, results could possibly be, at least partly, attributed to a difference in the types of recall fostered by learning activities.
Importantly, the difference between genotypes in eFS susceptibility cannot be attributed to a difference in body temperature at the onset of the seizures.
