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  1. Testing the Specificity of Predictors of Reading, Spelling and Maths: A New Model of the Association Among Learning Skills Based on Competence, Performance and Acquisition.Pierluigi Zoccolotti, Maria De Luca, Chiara Valeria Marinelli & Donatella Spinelli - 2020 - Frontiers in Human Neuroscience 14.
    In a previous study we examined reading, spelling, and maths skills in an unselected group of 129 Italian children attending fifth grade by testing various cognitive predictors; results showed a high degree of predictors’ selectivity for each of these three behaviors. In the present study, we focused on the specificity of the predictors by performing cross-analyses on the same dataset; i.e., we predicted spelling and maths skills based on reading predictors, reading based on maths predictors and so on. Results indicated (...)
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  • Reliable Correlational Cuing While Controlling for Most-Recent-Pairing Effects.Guangjun Xu & J. Toby Mordkoff - 2020 - Frontiers in Psychology 11.
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  • A Refined Model of Sleep and the Time Course of Memory Formation.Matthew P. Walker - 2005 - Behavioral and Brain Sciences 28 (1):51-64.
    Research in the neurosciences continues to provide evidence that sleep plays a role in the processes of learning and memory. There is less of a consensus, however, regarding the precise stages of memory development during which sleep is considered a requirement, simply favorable, or not important. This article begins with an overview of recent studies regarding sleep and learning, predominantly in the procedural memory domain, and is measured against our current understanding of the mechanisms that govern memory formation. Based on (...)
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  • Towards a Dynamic Connectionist Model of Memory.Douglas Vickers & Michael D. Lee - 1997 - Behavioral and Brain Sciences 20 (1):40-41.
    Glenberg's account falls short in several respects. Besides requiring clearer explication of basic concepts, his account fails to recognize the autonomous nature of perception. His account of what is remembered, and its description, is too static. His strictures against connectionist modeling might be overcome by combining the notions of psychological space and principled learning in an embodied and situated network.
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  • Is Science an Evolutionay Process? Evidence From Miscitation of the Scientific Literature.Kim J. Vicente - 2000 - Perspectives on Science 8 (1):53-69.
    : This article describes a psychological test of Hull's (1988) theory of science as an evolutionary process by seeing if it can account for how scientists sometimes remember and cite the scientific literature. The conceptual adequacy of Hull's theory was evaluated by comparing it to Bartlett's (1932) seminal theory of human remembering. Bartlett found that remembering is an active, reconstructive process driven by a schema that biases recall in the direction of proto- typicality and personal involvement. This account supports Hull's (...)
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  • Evidence for Capacity Sharing When Stopping.Frederick Verbruggen & Gordon D. Logan - 2015 - Cognition 142 (C):81-95.
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  • Criteria for the Design and Evaluation of Cognitive Architectures.Sashank Varma - 2011 - Cognitive Science 35 (7):1329-1351.
    Cognitive architectures are unified theories of cognition that take the form of computational formalisms. They support computational models that collectively account for large numbers of empirical regularities using small numbers of computational mechanisms. Empirical coverage and parsimony are the most prominent criteria by which architectures are designed and evaluated, but they are not the only ones. This paper considers three additional criteria that have been comparatively undertheorized. (a) Successful architectures possess subjective and intersubjective meaning, making cognition comprehensible to individual cognitive (...)
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  • RACE/A: An Architectural Account of the Interactions Between Learning, Task Control, and Retrieval Dynamics.Leendert van Maanen, Hedderik van Rijn & Niels Taatgen - 2012 - Cognitive Science 36 (1):62-101.
    This article discusses how sequential sampling models can be integrated in a cognitive architecture. The new theory Retrieval by Accumulating Evidence in an Architecture (RACE/A) combines the level of detail typically provided by sequential sampling models with the level of task complexity typically provided by cognitive architectures. We will use RACE/A to model data from two variants of a picture–word interference task in a psychological refractory period design. These models will demonstrate how RACE/A enables interactions between sequential sampling and long-term (...)
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  • Grammatical Spelling and Written Syntactic Awareness in Children With and Without Dyslexia.Marie Van Reybroeck - 2020 - Frontiers in Psychology 11.
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  • Fast Automated Counting Procedures in Addition Problem Solving: When Are They Used and Why Are They Mistaken for Retrieval?Kim Uittenhove, Catherine Thevenot & Pierre Barrouillet - 2016 - Cognition 146 (C):289-303.
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  • Note.Joseph Tzelgov - 1997 - Consciousness and Cognition 6 (2-3):441-451.
    The relations between automatic processing and consciousness are discussed in this paper. It is argued that automatic processing should not be identified with the absence of consciousness. The organism has access to representations resulting from automatic processing, but these representations, in contrast to the representations resulting from nonautomatic processing, are not propositional. Therefore monitoring of the process, the defining feature of nonautomatic processing, is not possible.
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  • A Theory of Interactive Parallel Processing: New Capacity Measures and Predictions for a Response Time Inequality Series.James T. Townsend & Michael J. Wenger - 2004 - Psychological Review 111 (4):1003-1035.
  • Modeling Parallelization and Flexibility Improvements in Skill Acquisition: From Dual Tasks to Complex Dynamic Skills.Niels Taatgen - 2005 - Cognitive Science 29 (3):421-455.
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  • The Nature and Transfer of Cognitive Skills.Niels A. Taatgen - 2013 - Psychological Review 120 (3):439-471.
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  • Why Do Children Learn to Say “Broke”? A Model of Learning the Past Tense Without Feedback.Niels A. Taatgen & John R. Anderson - 2002 - Cognition 86 (2):123-155.
  • An Integrated Theory of Prospective Time Interval Estimation: The Role of Cognition, Attention, and Learning.Niels A. Taatgen, Hedderik van Rijn & John Anderson - 2007 - Psychological Review 114 (3):577-598.
  • The Sense of Effort: a Cost-Benefit Theory of the Phenomenology of Mental Effort.Marcell Székely & John Michael - 2021 - Review of Philosophy and Psychology 12 (4):889-904.
    In the current paper, we articulate a theory to explain the phenomenology of mental effort. The theory provides a working definition of mental effort, explains in what sense mental effort is a limited resource, and specifies the factors that determine whether or not mental effort is experienced as aversive. The core of our theory is the conjecture that the sense of effort is the output of a cost-benefit analysis. This cost-benefit analysis employs heuristics to weigh the current and anticipated costs (...)
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  • The Interaction of the Explicit and the Implicit in Skill Learning: A Dual-Process Approach.Ron Sun - 2005 - Psychological Review 112 (1):159-192.
    This article explicates the interaction between implicit and explicit processes in skill learning, in contrast to the tendency of researchers to study each type in isolation. It highlights various effects of the interaction on learning (including synergy effects). The authors argue for an integrated model of skill learning that takes into account both implicit and explicit processes. Moreover, they argue for a bottom-up approach (first learning implicit knowledge and then explicit knowledge) in the integrated model. A variety of qualitative data (...)
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  • Incubation, Insight, and Creative Problem Solving: A Unified Theory and a Connectionist Model.Ron Sun - 2010 - Psychological Review 117 (3):994-1024.
    This article proposes a unified framework for understanding creative problem solving, namely, the explicit–implicit interaction theory. This new theory of creative problem solving constitutes an attempt at providing a more unified explanation of relevant phenomena (in part by reinterpreting/integrating various fragmentary existing theories of incubation and insight). The explicit–implicit interaction theory relies mainly on 5 basic principles, namely, (a) the coexistence of and the difference between explicit and implicit knowledge, (b) the simultaneous involvement of implicit and explicit processes in most (...)
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  • Building Memory Representations for Exemplar-Based Judgment: A Role for Ventral Precuneus.Sara Stillesjö, Lars Nyberg & Linnea Karlsson Wirebring - 2019 - Frontiers in Human Neuroscience 13.
  • Using Cognitive Agents to Train Negotiation Skills.Christopher A. Stevens, Jeroen Daamen, Emma Gaudrain, Tom Renkema, Jordi Top, Fokie Cnossen & Niels A. Taatgen - 2018 - Frontiers in Psychology 9.
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  • Reading Chinese Characters for Meaning: The Role of Phonological Information.J. Spinks - 2000 - Cognition 76 (1):B1-B11.
  • Attaining Automaticity in the Visual Numerosity Task is Not Automatic.Craig P. Speelman & Katrina L. Muller Townsend - 2015 - Frontiers in Psychology 6.
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  • How Do Children Deal With Conflict? A Developmental Study of Sequential Conflict Modulation.Silvan F. A. Smulders, Eric L. L. Soetens & Maurits W. van der Molen - 2018 - Frontiers in Psychology 9.
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  • Adjustment to Subtle Time Constraints and Power Law Learning in Rapid Serial Visual Presentation.Jacqueline C. Shin, Seah Chang & Yang Seok Cho - 2015 - Frontiers in Psychology 6.
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  • Event-Related Potentials as Brain Correlates of Item Specific Proportion Congruent Effects.Judith M. Shedden, Bruce Milliken, Scott Watter & Sandra Monteiro - 2013 - Consciousness and Cognition 22 (4):1442-1455.
  • Transferability of Dual-Task Coordination Skills After Practice with Changing Component Tasks.Torsten Schubert, Roman Liepelt, Sebastian Kübler & Tilo Strobach - 2017 - Frontiers in Psychology 8.
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  • Testing Adaptive Toolbox Models: A Bayesian Hierarchical Approach.Benjamin Scheibehenne, Jörg Rieskamp & Eric-Jan Wagenmakers - 2013 - Psychological Review 120 (1):39-64.
  • Learning, Awareness, and Instruction: Subjective Contingency Awareness Does Matter in the Colour-Word Contingency Learning Paradigm.James R. Schmidt & Jan De Houwer - 2012 - Consciousness and Cognition 21 (4):1754-1768.
    In three experiments, each of a set colour-unrelated distracting words was presented most often in a particular target print colour . In Experiment 1, half of the participants were told the word-colour contingencies in advance and half were not . The instructed group showed a larger learning effect. This instruction effect was fully explained by increases in subjective awareness with instruction. In Experiment 2, contingency instructions were again given, but no contingencies were actually present. Although many participants claimed to be (...)
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  • Inhibition in the Dynamics of Selective Attention: An Integrative Model for Negative Priming.Hecke Schrobsdorff, Matthias Ihrke, Jörg Behrendt, Marcus Hasselhorn & J. Michael Herrmann - 2012 - Frontiers in Psychology 3.
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  • Contingency Learning and Unlearning in the Blink of an Eye: A Resource Dependent Process.James R. Schmidt, Jan De Houwer & Derek Besner - 2010 - Consciousness and Cognition 19 (1):235-250.
  • Contingency Learning and Unlearning in the Blink of an Eye: A Resource Dependent Process.James R. Schmidt, Jan Houweder & Derek Besner - 2010 - Consciousness and Cognition 19 (1):235-250.
    Recent studies show that when words are correlated with the colours they are printed in , colour identification is faster when the word is presented in its correlated colour than in an uncorrelated colour . The present series of experiments explored the possible mechanisms involved in this colour-word contingency learning effect. Experiment 1 demonstrated that the effect is already present after 18 learning trials. During subsequent unlearning, the effect extinguished equally rapidly. Two reanalyses of data from Schmidt, Crump, Cheesman, and (...)
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  • Explicit Pre-Training Instruction Does Not Improve Implicit Perceptual-Motor Sequence Learning.Daniel J. Sanchez & Paul J. Reber - 2013 - Cognition 126 (3):341-351.
  • Integration and Reuse in Cognitive Skill Acquisition.Dario D. Salvucci - 2013 - Cognitive Science 37 (5):829-860.
    Previous accounts of cognitive skill acquisition have demonstrated how procedural knowledge can be obtained and transformed over time into skilled task performance. This article focuses on a complementary aspect of skill acquisition, namely the integration and reuse of previously known component skills. The article posits that, in addition to mechanisms that proceduralize knowledge into more efficient forms, skill acquisition requires tight integration of newly acquired knowledge and previously learned knowledge. Skill acquisition also benefits from reuse of existing knowledge across disparate (...)
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  • The Cognitive Architecture for Chaining of Two Mental Operations.Jérôme Sackur & Stanislas Dehaene - 2009 - Cognition 111 (2):187-211.
  • Redundancy in Perceptual and Linguistic Experience: Comparing Feature-Based and Distributional Models of Semantic Representation.Brian Riordan & Michael N. Jones - 2011 - Topics in Cognitive Science 3 (2):303-345.
    Abstract Since their inception, distributional models of semantics have been criticized as inadequate cognitive theories of human semantic learning and representation. A principal challenge is that the representations derived by distributional models are purely symbolic and are not grounded in perception and action; this challenge has led many to favor feature-based models of semantic representation. We argue that the amount of perceptual and other semantic information that can be learned from purely distributional statistics has been underappreciated. We compare the representations (...)
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  • Posthypnotic Suggestion and the Modulation of Stroop Interference Under Cycloplegia.A. Raz, S. K., R. H., R. Z., T. Shapiro, J. Fan & I. M. - 2003 - Consciousness and Cognition 12 (3):332-346.
    Recent data indicate that under a specific posthypnotic suggestion to circumvent reading, highly suggestible subjects successfully eliminated the Stroop interference effect. The present study examined whether an optical explanation could account for this finding. Using cyclopentolate hydrochloride eye drops to pharmacologically prevent visual accommodation in all subjects, behavioral Stroop data were collected from six highly hypnotizables and six less suggestibles using an optical setup that guaranteed either sharply focused or blurred vision. The highly suggestibles performed the Stroop task when naturally (...)
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  • Posthypnotic Suggestion and the Modulation of Stroop Interference Under Cycloplegia.Amir Raz, Kim S. Landzberg, Heather R. Schweizer, Zohar R. Zephrani, Theodore Shapiro, Jin Fan & Michael I. Posner - 2003 - Consciousness and Cognition 12 (3):332-346.
    Recent data indicate that under a specific posthypnotic suggestion to circumvent reading, highly suggestible subjects successfully eliminated the Stroop interference effect. The present study examined whether an optical explanation could account for this finding. Using cyclopentolate hydrochloride eye drops to pharmacologically prevent visual accommodation in all subjects, behavioral Stroop data were collected from six highly hypnotizables and six less suggestibles using an optical setup that guaranteed either sharply focused or blurred vision. The highly suggestibles performed the Stroop task when naturally (...)
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  • Neural Pattern Similarity in the Left IFG and Fusiform Is Associated with Novel Word Learning.Qu Jing, Qian Liu, Chen Chuansheng, Xue Gui, Li Huiling, Xie Peng & Mei Leilei - 2017 - Frontiers in Human Neuroscience 11.
  • Two Routes to Expertise in Mental Rotation.Alexander Provost, Blake Johnson, Frini Karayanidis, Scott D. Brown & Andrew Heathcote - 2013 - Cognitive Science 37 (7):1321-1342.
    The ability to imagine objects undergoing rotation (mental rotation) improves markedly with practice, but an explanation of this plasticity remains controversial. Some researchers propose that practice speeds up the rate of a general-purpose rotation algorithm. Others maintain that performance improvements arise through the adoption of a new cognitive strategy—repeated exposure leads to rapid retrieval from memory of the required response to familiar mental rotation stimuli. In two experiments we provide support for an integrated explanation of practice effects in mental rotation (...)
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  • Task Representation in Individual and Joint Settings.Wolfgang Prinz - 2015 - Frontiers in Human Neuroscience 9.
  • Intentional Subitizing: Exploring the Role of Automaticity in Enumeration.Hannah L. Pincham & Dénes Szűcs - 2012 - Cognition 124 (2):107-116.
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  • Intentional and Automatic Numerical Processing as Predictors of Mathematical Abilities in Primary School Children.Violeta Pina, Alejandro Castillo, Roi Cohen Kadosh & Luis J. Fuentes - 2015 - Frontiers in Psychology 6.
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  • The Dynamics of Perceptual Learning: An Incremental Reweighting Model.Alexander A. Petrov, Barbara Anne Dosher & Zhong-Lin Lu - 2005 - Psychological Review 112 (4):715-743.
  • Computational Evidence for the Subitizing Phenomenon as an Emergent Property of the Human Cognitive Architecture.Scott A. Peterson & Tony J. Simon - 2000 - Cognitive Science 24 (1):93-122.
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  • The Role of Background Knowledge in Speeded Perceptual Categorization.Thomas J. Palmeri & Celina Blalock - 2000 - Cognition 77 (2):B45-B57.
  • Control of Information in Working Memory: Encoding and Removal of Distractors in the Complex-Span Paradigm.Klaus Oberauer & Stephan Lewandowsky - 2016 - Cognition 156:106-128.
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  • Short-Term Memory Scanning Viewed as Exemplar-Based Categorization.Robert M. Nosofsky, Daniel R. Little, Christopher Donkin & Mario Fific - 2011 - Psychological Review 118 (2):280-315.
  • An Exemplar-Based Random Walk Model of Speeded Classification.Robert M. Nosofsky & Thomas J. Palmeri - 1997 - Psychological Review 104 (2):266-300.
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  • Time Scales in Motor Learning and Development.Karl M. Newell, Yeou-Teh Liu & Gottfried Mayer-Kress - 2001 - Psychological Review 108 (1):57-82.