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Lambelet, A., Pfenninger, S., et Picenoni, M. (2018). Happy Bday GSK! Babylonia : revue pour l'enseignement et l'apprentissage des langues, 3, 6-9. http://hdl.handle.net/20.500.12162/7365
Hascoët, M., Pansu, P., Bouffard, T., & Leroy, N. (2018). The harmful aspect of teacher conditional support on students self-perception of school competence. European Journal of Psychology of Education, 33(4), 615-628. Retrieved from http://hdl.handle.net/20.500.12162/2963
Malsert, J., Guyader, N., Chauvin, A., & Marendaz, C. (2012). Having to identify a target reduces antisaccade latencies in mixed saccadic paradigms: a top-down effect released by tonic prefrontal activation? Cognitive Neuroscience, 3(2), 105-111. Retrieved from http://hdl.handle.net/20.500.12162/5143
Guyader, N., Malsert, J., & Marendaz, C. (2010). Having to identify a target reduces latencies in prosaccades but not in antisaccades. Psychological Research, 74(1), 12-20. Retrieved from http://hdl.handle.net/20.500.12162/5144
Roduit, G., et Sprumont, D. (2005). Health Care Coverage Determinations in Switzerland. Dans T. Jost (Ed.), Health Care Coverage Determinations : An International Comparative Study (pp. 180-206). Londres, Royaume-Uni: Open University Press.
Félix, F. (2011). Hegel à Lausanne, ou un “sanglier” contre les “hommes à sentiment” : Henri Druey. Dans F. Félix et P. Grosos (Eds.), La réception croisée de Hegel en Allemagne et en France au XIXe siècle (Actes du colloque de Lausanne des 22 & 23 mars 2011) (pp. 69-96). Lausanne, Suisse: L'Âge d'Homme. http://hdl.handle.net/20.500.12162/3097
Berthele, R., & Lambelet, A. (Eds.). (2017). Heritage and school language literacy development in migrant children - Interdependence or independence?. London, UK: Multilingual Matters. Retrieved from http://hdl.handle.net/20.500.12162/7387
Gay, P., Rochat, L., Billieux, J., d'Acremont, M., & Van der Linden, M. (2008). Heterogeneous inhibition processes involved in different facets of self-reported impulsivity: Evidence from a community sample. Acta Psychologica : international journal of psychonomics, 129(3), 332-339. doi:10.1016/j.actpsy.2008.08.010
Roure, C., Pasco, D., Pope, Z., & Gao, Z. (2015). High school students' situational interest and physical activity levels in exergaming. In Z. Gao & Z. Pope (Eds.), Physical activity behaviors and determinants in children and adolescents (pp. 103-116). New York, NJ: Nova Science Publishers. Retrieved from http://hdl.handle.net/20.500.12162/3814
Lucciarini, E., Gay, P., & Bressoud, N. (2019). High school swiss students’ perception of five minutes’ mindfulness meditations at the beginning of their 45 mintues’ lesson. In L. Castelli, J. Marcionetti, A. Plata & A. Ambrosetti (Eds.), Well-being in Education Systems (pp. 185-189). Firenze, Italy: Hogrefe.

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