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Research article

First published 2025-8

“What If Applicants Fake Their Responses?”: Modeling Faking and Response Styles in High-Stakes Assessments Using the Multidimensional Nominal Response Model

Timo Seitz, Maik Spengler, Thorsten Meiser

Educational and Psychological Measurement

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Research article

First published 2001-07

Lethal catatonia responding to high-dose olanzapine therapy

E. M. Cassidy, M. O'Brien, M. F. Osman [...]

Journal of Psychopharmacology

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Research article

First published 1993-3

Identification of High Intraocular Pressure Responders to Topical Ophthalmic Corticosteroids

Jimmy D. Bartlett, Thomas W. Woolley, C. Michael Adams

Journal of Ocular Pharmacology and Therapeutics

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Review article

First published 2022-6

Resilience to Stress: Lessons from Rodents about Nature versus Nurture

Sarah M. Clinton, Keaton A. Unroe, Elizabeth A. Shupe [...]

The Neuroscientist

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Research article

First published 1978-12

Suppression of Operant Responding with Overt and Covert Aversive Stimuli of High and Low Intensity

Timothy J. Greenough

Psychological Reports

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Research article

First published 2005-10

How do people respond to others with high commitment or autonomy in their relationships?

Abraham P. Buunk

Journal of Social and Personal Relationships

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Research article

First published 2025-01

Predictive Factors for Long-Term High Responders to Upadacitinib Treatment in Patients with Atopic Dermatitis

Teppei Hagino, Hidehisa Saeki, Eita Fujimoto [...]

Dermatitis®

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Research article

First published 2013-1

Exit Strategies: How Low-Performing High Schools Respond to High School Exit Examination Requirements

Jennifer J. Holme

Teachers College Record: The Voice of Scholarship in Education

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Research article

First published 2016-11

Social skills group training in high-functioning autism: A qualitative responder study

Nora Choque Olsson, Daniel Rautio, Jenny Asztalos [...]

Autism

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Research article

First published 2006-8

Walter Cronkite High School: A Culture of Freedom and Responsibility

Catherine Cobb Morocco, Karen Clay, Caroline E. Parker [...]

Learning Disabilities Research & Practice

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