Applying the implicit-explicit distinction to development in children

Volume 22
Issue 05 - Oct 1999
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<div style="background: #FFFFFF; margin: 10px 10px 10px 10px; padding: 10px 10px 10px 20px; text-align: left; border-top: 1px dashed #a5bbd1; border-left: 10px solid #a5bbd1; font-family: Verdana, Geneva, sans-serif;"><br> <div style="font-size: 12px; padding: 0px 0px 10px 0px; font-weight:bold; color: #003366;">Applying the implicit-explicit distinction to development in children</div><br><div style="font-size: 10px;"><b>Ted Ruffman (1999).</b><br /> <a href="http://journals.cambridge.org/action/displayJournal?jid=BBS">Behavioral and Brain Sciences</a>, <a href="http://journals.cambridge.org/action/displayJournal?jid=BBS&volumeId=22&bVolume=y#loc22 ">Volume 22</a>, <a href="http://journals.cambridge.org/action/displayIssue?jid=BBS&volumeId=22&issueId=05&iid=31863"> Issue 05</a>, October 1999 pp 783-783 <br/> <a href="http://journals.cambridge.org/action/displayAbstract?aid=31863">http://journals.cambridge.org/action/displayAbstract?aid=31863</a></div></div>
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Applying the implicit-explicit distinction to development in children

Ted Ruffman (1999).
Behavioral and Brain Sciences, Volume 22, Issue 05, October 1999 pp 783-783 http://journals.cambridge.org/action/displayAbstract?aid=31863

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Behavioral and Brain Sciences (1999), 22 : 783-783 Cambridge University Press

doi:10.1017/S0140525X99532184 (About doi)

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Behavioral and Brain Sciences (1999), 22 : 783-783 Cambridge University Press

Copyright © 1999 Cambridge University Press

doi:10.1017/S0140525X99532184 (About doi)

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