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  1.  80
    The shifting sands of creative thinking: Connections to dual-process theory.Paul T. Sowden, Andrew Pringle & Liane Gabora - 2015 - Thinking and Reasoning 21 (1):40-60.
    Dual-process models of cognition suggest that there are two types of thought: autonomous Type 1 processes and working memory dependent Type 2 processes that support hypothetical thinking. Models of creative thinking also distinguish between two sets of thinking processes: those involved in the generation of ideas and those involved with their refinement, evaluation, and/or selection. Here we review dual-process models in both these literatures and delineate the similarities and differences. Both generative creative processing and evaluative creative processing involve elements that (...)
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  2.  23
    The nature of learned categorical perception effects: a psychophysical approach.Leslie A. Notman, Paul T. Sowden & Emre Özgen - 2005 - Cognition 95 (2):B1-B14.
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  3.  30
    Chromatic Perceptual Learning but No Category Effects without Linguistic Input.Alexandra Grandison, Paul T. Sowden, Vicky G. Drivonikou, Leslie A. Notman, Iona Alexander & Ian R. L. Davies - 2016 - Frontiers in Psychology 7:157133.
    Perceptual learning involves an improvement in perceptual judgment with practice, which is often specific to stimulus or task factors. Perceptual learning has been shown on a range of visual tasks but very little research has explored chromatic perceptual learning. Here, we use two low level perceptual threshold tasks and a supra-threshold target detection task to assess chromatic perceptual learning and category effects. Experiment 1 investigates whether chromatic thresholds reduce as a result of training and at what level of analysis learning (...)
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  4.  36
    Expert perceivers and perceptual learning.Paul T. Sowden - 1999 - Behavioral and Brain Sciences 22 (3):396-397.
    Expert perceivers may learn more than just where to apply visual processing, or which part of the output from the visual system to attend to. Their early visual system may be modified, as a result of their specific needs, through a process of early visual learning. We argue that this is, in effect, a form of long-term, indirect cognitive penetration of early vision.
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