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Results: 53,393
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  • Musterd, S., & van Zelm, I. (2001). Polycentricity, households and the identity of places. Urban Studies, 38(4), 679-696. https://doi.org/10.1080/00420980120035286
  • de Jong, P. J., Kindt, M., van den Hout, M. A., & Pasman, W. (2001). A reaction time paradigm to assess (implicit) complaint-specific dysfunctional beliefs. Behaviour Research and Therapy, 39(1), 101-113. https://doi.org/10.1016/S0005-7967(99)00180-1
  • de Boer, P. T. (2001). Beleid behoeft meer informatie en flexibiliteit. Economisch-Statistische Berichten, 86, 675.
  • Traxler, F., Blaschke, S., & Kittel, B. E. A. (2001). National labour relations in internationalized markets : a comparative study of institutions, change, and performance. Oxford University Press.
  • de Klerk, L. A. (2001). Geschiedenis van water en stedenbouw. Rooilijn, 24.
  • Wigboldus, D. H. J., Semin, G. R., & Spears, R. (2001). How do we communicate stereotypes? Linguistic bases and inferential consequences. Journal of Personality and Social Psychology, 78(1), 5-18. https://doi.org/10.1037/0022-3514.78.1.5
  • Berndsen, M., McGarthy, C., van der Pligt, J., & Spears, R. (2001). Meaning-seeking in the illusory correlation paradigm: The active role of participants in the categorization process. British Journal of Social Psychology, 40(2), 209-234. https://doi.org/10.1348/014466601164821
  • Heyting, G. F. (2001). Zwischen Dogma und Belieben: nachfoundationalistische Grundlagenforschung in der Erziehungswissenschaft. In G. Pollak, & E. Keiner (Eds.), Erziehungswissenschaft: Wissenschaftstheorie und Wissenschaftspolitik (pp. 53-72). Beltz.
  • Schouten, B. C., Eijkman, M. A. J., Hoogstraten, J., & den Dekker, J. (2001). Informed consent in Dutch dental practice: knowledge, attitudes and self-efficacy of dentists. Patient Education and Counseling, 42(2), 185-192. https://doi.org/10.1016/S0738-3991(00)00178-6
  • Karsten, S., Peetsma, T. T. D., Roeleveld, J., & Vergeer, M. M. (2001). The Dutch policy of integration put to the test: differences in academic and psychosocial development of pupils in special and mainstream education. European Journal of Special Needs Education, 16(3), 193-205.
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