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  1. Enhancement of cognitive control by approach and avoidance motivational states.Adam C. Savine, Stefanie M. Beck, Bethany G. Edwards, Kimberly S. Chiew & Todd S. Braver - 2010 - Cognition and Emotion 24 (2):338-356.
    Affective variables have been shown to impact working memory and cognitive control. Theoretical arguments suggest that the functional impact of emotion on cognition might be mediated through shifting action dispositions related to changes in motivational orientation. The current study examined the effects of positive and negative affect on performance via direct manipulation of motivational state in tasks with high demands on cognitive control. Experiment 1 examined the effects of monetary reward on task-switching performance, while Experiment 2 examined the effects of (...)
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  • Video game training and the reward system.Robert C. Lorenz, Tobias Gleich, Jã¼Rgen Gallinat & Simone Kühn - 2015 - Frontiers in Human Neuroscience 9.
  • Encoding during the attentional lapse: Accuracy of encoding during the semantic sustained attention to response task.J. Smallwood, L. Riby, D. Heim & J. Davies - 2006 - Consciousness and Cognition 15 (1):218-231.
    An experiment investigated the relationship between the ability to encode verbal stimuli during an attentional lapse. The task employed a variation on the sustained attention to response task which involved the detection of an infrequent target against a background of words. As a manipulation, participants were either instructed to encode the stimuli or were merely exposed to the stimuli. Retrieval was measured using process dissociation. Irrespective of the instructions given to the participants during the task, participants were more likely to (...)
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  • Learning under stress: how does it work?Marian Joëls, Zhenwei Pu, Olof Wiegert, Melly S. Oitzl & Harm J. Krugers - 2006 - Trends in Cognitive Sciences 10 (4):152-158.
  • Taxonomy of Educational Objectives. Handbook I: Cognitive DomainTaxonomy of Educational Objectives. Handbook 2: Affective Domain.W. A. L. Blyth, B. S. Bloom & D. R. Krathwohl - 1966 - British Journal of Educational Studies 14 (3):119.
  • The restless mind.J. Smallwood & J. W. Schooler - 2006 - Psychological Bulletin 132 (6):946-958.
  • Wandering minds: the default network and stimulus-independent thought.M. F. Mason, M. I. Norton, J. D. van Horn, D. M. Wegner, S. T. Grafton & C. N. Macrae - 2007 - Science 315 (5810):393-395.
  • Control of goal-directed and stimulus-driven attention in the brain.M. Corbetta & G. L. Shulman - 2002 - Nature Reviews Neuroscience 3 (3):201-215.