Circadian preference and thinking styles: implications for school achievement.
about
Differential influence of asynchrony in early and late chronotypes on convergent thinking.The influence of sleep complaints on the association between chronotype and negative emotionality in young adults.Social jetlag, academic achievement and cognitive performance: Understanding gender/sex differences.Morningness-eveningness is not associated with academic performance in the afternoon school shift: Preliminary findings.Daily fluctuations in attention at school considering starting time and chronotype: an exploratory study.
P2860
Circadian preference and thinking styles: implications for school achievement.
description
2013 nî lūn-bûn
@nan
2013年の論文
@ja
2013年学术文章
@wuu
2013年学术文章
@zh
2013年学术文章
@zh-cn
2013年学术文章
@zh-hans
2013年学术文章
@zh-my
2013年学术文章
@zh-sg
2013年學術文章
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2013年學術文章
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name
Circadian preference and thinking styles: implications for school achievement.
@en
Circadian preference and thinking styles: implications for school achievement.
@nl
type
label
Circadian preference and thinking styles: implications for school achievement.
@en
Circadian preference and thinking styles: implications for school achievement.
@nl
prefLabel
Circadian preference and thinking styles: implications for school achievement.
@en
Circadian preference and thinking styles: implications for school achievement.
@nl
P2860
P1476
Circadian preference and thinking styles: implications for school achievement.
@en
P2093
Cristina Escribano
P2860
P304
P356
10.3109/07420528.2013.813854
P407
P577
2013-09-11T00:00:00Z