The phrase "distinguish differences between" is perfectly correct and usable in written English.
You can use this phrase to express the idea of perceiving and noting the differences between two or more items, objects, or ideas. For example: "It is important to distinguish differences between the various types of marketing strategies to choose the one best suited to your needs."
Nor is it easy to distinguish differences between the secretary of education under Mr. Bush, Margaret Spellings, and the current secretary, Arne Duncan.
Additional research suggests that spouses eventually adopt the traits of the other — and become slower to distinguish differences between them, or slower to remember which skills belong to which spouse.
We demonstrate that comparing multiple parameters is a better method to distinguish differences between spectra than the results obtained using individual parameters in isolation.
PCDS can detect and distinguish differences between such closely related molecular species and between other interfering compounds and target molecules while sensing in mixture samples.
The implementation of this cutoff criteria led to a significant decrease in the resolution of the DFP to distinguish differences between the databases studied.
As an illustration of the capability of these methods to distinguish differences between coatings on the same substrate with the same nominal chemistry, a comparison between three AlOx coatings on polyethylene naphthalate (PEN) is made.
Further, a known limitation of bisulfite sequencing based methods is that the protocol is unable to distinguish difference between 5-methylcytosine and 5-hydroxymethylcytosine.
PCA revealed distinguishing differences between the profiles of leaves from different genotypes (Supplementary Data 3, Fig. S3, available online) and, to a lesser extent, between treatments.
Findings reveal that most studies investigating factors associated with gifted underachievement do not employ research designs capable of distinguishing differences between gifted achievers and underachievers.
It is certain that, without properly distinguishing differences between the two approaches, application of type-1 and type-2 fuzzy sets and systems would probably fail to develop robust and reliable solutions for the problems of industry.
An exploration of a competence-based curricular model was undertaken to determine if there are distinguishing differences between schools that have formally adopted Dr. Carrie Lenburg's Competency Outcomes Performance Assessment (COPA) model as a curricular guide and those who have do not have a formal competence model guiding the curriculum.
