Sequential effects after practice with the dominant and non-dominant hand on the acquisition of a sliding task in school children

Senff O, Weigelt M (2011)
Laterality: Asymmetries of Body, Brain and Cognition 16(2): 227-239.

Zeitschriftenaufsatz | Veröffentlicht | Englisch
 
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Autor/in
Erscheinungsjahr
2011
Zeitschriftentitel
Laterality: Asymmetries of Body, Brain and Cognition
Band
16
Ausgabe
2
Seite(n)
227-239
ISSN
1357-650X
eISSN
1464-0678
Page URI
https://pub.uni-bielefeld.de/record/2479480

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Senff O, Weigelt M. Sequential effects after practice with the dominant and non-dominant hand on the acquisition of a sliding task in school children. Laterality: Asymmetries of Body, Brain and Cognition. 2011;16(2):227-239.
Senff, O., & Weigelt, M. (2011). Sequential effects after practice with the dominant and non-dominant hand on the acquisition of a sliding task in school children. Laterality: Asymmetries of Body, Brain and Cognition, 16(2), 227-239. doi:10.1080/13576500903549414
Senff, O., and Weigelt, M. (2011). Sequential effects after practice with the dominant and non-dominant hand on the acquisition of a sliding task in school children. Laterality: Asymmetries of Body, Brain and Cognition 16, 227-239.
Senff, O., & Weigelt, M., 2011. Sequential effects after practice with the dominant and non-dominant hand on the acquisition of a sliding task in school children. Laterality: Asymmetries of Body, Brain and Cognition, 16(2), p 227-239.
O. Senff and M. Weigelt, “Sequential effects after practice with the dominant and non-dominant hand on the acquisition of a sliding task in school children”, Laterality: Asymmetries of Body, Brain and Cognition, vol. 16, 2011, pp. 227-239.
Senff, O., Weigelt, M.: Sequential effects after practice with the dominant and non-dominant hand on the acquisition of a sliding task in school children. Laterality: Asymmetries of Body, Brain and Cognition. 16, 227-239 (2011).
Senff, O., and Weigelt, Matthias. “Sequential effects after practice with the dominant and non-dominant hand on the acquisition of a sliding task in school children”. Laterality: Asymmetries of Body, Brain and Cognition 16.2 (2011): 227-239.

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