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In order to examine performance in more detail, we looked at individual performance over time.
To examine performance in preschool and academic skills in very preterm (gestational age ≤30 weeks) and term-born comparison children aged 4 to 12 years.
Therefore, the current study aimed to examine performance in a deterministic contingency learning task, investigating discrimination, reversal, and extinction learning.
The aim of this study was to examine performance in a DVAT with two forms of emotional compatible/incompatible associations (facial and semantic).
This study explored some aspects of clinical performance, such as doctors' interpersonal skills and patient-centredness, but did not examine performance in prescribing or the management of specific diseases.
Understanding the mechanism is not straightforward, but having both MRCP UK) and MRCGP data allows an additional handle on the problem, and we know of no other studies that examine performance in terms of this variable which look at the relationship between two examinations.
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In Study 1, we examined performance in a high-pressure laboratory setting.
Additionally, by examining performance in Swedish and math, we develop additional hypotheses on how incorporation mechanisms may differentially impact performance in these subjects.
The current study addressed these methodological problems by examining performance in picture naming tasks in 34 4- to 7-year-old Spanish English bilinguals and 52 Mandarin English bilinguals as well as 37 English-speaking monolinguals who served as controls.
Next we examined performance in memory of rSey2/+ rats.
Although most studies have examined performance in the single preferred hand [17] [19], coordinated bimanual actions form the basis for many everyday motor skills.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com