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van Es, R., & van Rossum, J. S. (2018). Diagnosing a City´s Social Diversity: Jane Jacobs and The Wire’s Baltimore. In R. Rocco (Ed.), Jane Jacobs is still here: Jane Jacobs 100 Her legacy and relevance in the 21st Century (pp. 200-207). TU Delft Press. https://books.bk.tudelft.nl/index.php/press/catalog/book/isbn.9789461869005 -
van Mourik, T., Snoek, L., Knapen, T., & Norris, D. G. (2018). Porcupine: A visual pipeline tool for neuroimaging analysis. PLoS Computational Biology, 14(5), Article e1006064. https://doi.org/10.1371/journal.pcbi.1006064
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Schliesser, E. (2018). Spinoza and the Philosophy of Science: Mathematics, Motion, and Being. In M. Della Rocca (Ed.), The Oxford Handbook of Spinoza (pp. 155-189). (Oxford Handbooks). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195335828.013.020
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Vliegenthart, R., & Lefevere, J. (2018). Disentangling the Direction of Causality Between Competence Issue Ownership and Party Preference. International Journal of Public Opinion Research, 30(4), 663-674. https://doi.org/10.1093/ijpor/edx017
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Zee, M., de Jong, P. F., & Koomen, H. M. Y. (2018). Omgaan met verschillende soorten gedrag in de klas: De rol van self-efficacy van de leerkracht. Kind en Adolescent, 39(1), 1-21. https://doi.org/10.1007/s12453-017-0162-7
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Deserno, M. K., Borsboom, D., Begeer, S., & Geurts, H. M. (2018). Relating ASD symptoms to well-being: moving across different construct levels. Psychological Medicine, 48(7), 1179-1189. https://doi.org/10.1017/S0033291717002616
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Schafraad, P. (2018). 10 Jaar na Flat Earth News: voorbij 'churnalism'? Verslag van een symposium over vervagende grenzen in de journalistiek. Web publication or website, De Nieuwe Reporter. https://www.denieuwereporter.nl/2018/11/10-jaar-na-flat-earth-news-voorbij-churnalism/
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Bosman, R. J., Roorda, D. L., van der Veen, I., & Koomen, H. M. Y. (2018). Teacher-student relationship quality from kindergarten to sixth grade and students' school adjustment: A person-centered approach. Journal of School Psychology, 68, 177-194. https://doi.org/10.1016/j.jsp.2018.03.006
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Voogt, J. M., Veltman, M. E., & Van Keulen, J. (2018). Kritisch denken als een 21ste-eeuwse vaardigheid: veelbelovende aanpakken voor de onderwijspraktijk. Pedagogische Studiën, 95(5/6), 329-340. https://pedagogischestudien.nl/search?identifier=84b72e95-9dcb-46b2-8b74-a76fb8b34d1d
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Zeguers, M. H. T., Huizenga, H. M., van der Molen, M. W., & Snellings, P. (2018). Time course analyses of orthographic and phonological priming effects in developing readers. The Quarterly Journal of Experimental Psychology, 71(8), 1672-1686. https://doi.org/10.1080/17470218.2017.1345958
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