Effects of e-learning and progression requirements on the English proficiency of university students:
Author:
Affiliation:
1. Hyogo University of Teacher Education
2. Okayama University
3. Virginia Polytechnic Institute and State University
Publisher
The Japanese Psychological Association
Subject
General Psychology
Link
https://www.jstage.jst.go.jp/article/jjpsy/94/4/94_94.22009/_pdf
Reference30 articles.
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2. Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 155-159. https://doi.org/10.1037/0033-2909.112.1.155
3. Enders, C. K., & Tofighi, D. (2007). Centering predictor variables in cross-sectional multilevel models: A new look at an old issue. Psychological Methods, 12, 121-138. https://doi.org/10.1037/1082-989X.12.2.121
4. Graf, P., & Schacter, D. L. (1985). Implicit and explicit memory for new associations in normal and amnesic subjects. Journal of Experimental Psychology: Learning, Memory, and Cognition, 11, 501-518. https://doi.org/10.1037/0278-7393.11.3.501
5. 生駒 忍（2005）．潜在記憶現象としての単純接触効果 認知心理学研究，3, 113-131. https://doi.org/10.5265/jcogpsy.3.113
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