| scholarly article | Q13442814 |
| P2093 | author name string | W Todd Maddox | |
| Carolyn Quam | |||
| Andrew Lotto | |||
| Alisa Wang | |||
| Kimberly Golisch | |||
| P2860 | cites work | Cognition Without Control: When a Little Frontal Lobe Goes a Long Way | Q24634710 |
| PsychoPy--Psychophysics software in Python | Q24684122 | ||
| Conflict monitoring and cognitive control | Q28211132 | ||
| Performance Pressure Enhances Speech Learning. | Q30365918 | ||
| Incidental learning of sound categories is impaired in developmental dyslexia. | Q30368571 | ||
| From flexibility to constraint: the contrastive use of lexical tone in early word learning. | Q30394643 | ||
| Impaired Statistical Learning in Developmental Dyslexia. | Q30397484 | ||
| Elevated depressive symptoms enhance reflexive but not reflective auditory category learning | Q30403685 | ||
| Tests of a Dual-systems Model of Speech Category Learning | Q30429522 | ||
| Statistical learning in children with specific language impairment | Q30445796 | ||
| Training Japanese listeners to identify English /r/ and /l/. III. Long-term retention of new phonetic categories | Q30459957 | ||
| Training Japanese listeners to identify English /r/ and /l/. II: The role of phonetic environment and talker variability in learning new perceptual categories | Q30460438 | ||
| Learning foreign sounds in an alien world: videogame training improves non-native speech categorization | Q30464050 | ||
| Discrimination of non-native consonant contrasts varying in perceptual assimilation to the listener's native phonological system | Q30485305 | ||
| A perceptual interference account of acquisition difficulties for non-native phonemes. | Q52110835 | ||
| Success and failure in teaching the [r]-[l] contrast to Japanese adults: tests of a Hebbian model of plasticity and stabilization in spoken language perception. | Q52111861 | ||
| Variability and detection of invariant structure. | Q52115047 | ||
| On the dangers of averaging across observers when comparing decision bound models and generalized context models of categorization. | Q52178448 | ||
| Analysis, synthesis, and perception of voice quality variations among female and male talkers. | Q54099478 | ||
| Effects of language experience: neural commitment to language-specific auditory patterns | Q48855196 | ||
| More is generally better: Higher working memory capacity does not impair perceptual category learning. | Q50487177 | ||
| Category number impacts rule-based and information-integration category learning: a reassessment of evidence for dissociable category-learning systems. | Q50722534 | ||
| Working memory does not dissociate between different perceptual categorization tasks. | Q50751047 | ||
| Whichever way you choose to categorize, working memory helps you learn. | Q50986371 | ||
| Exploration of serial structure procedural learning in children with language impairment. | Q51890282 | ||
| Sequential expectations: the role of prediction-based learning in language. | Q51919041 | ||
| Supervised and unsupervised learning of multidimensional acoustic categories. | Q51920879 | ||
| Disrupting feedback processing interferes with rule-based but not information-integration category learning. | Q51936611 | ||
| Stimulus modality interacts with category structure in perceptual category learning. | Q51992017 | ||
| Words and gestures: infants' interpretations of different forms of symbolic reference. | Q51994466 | ||
| The generality of working memory capacity: a latent-variable approach to verbal and visuospatial memory span and reasoning. | Q51997424 | ||
| Cue weighting in auditory categorization: implications for first and second language acquisition. | Q52017484 | ||
| The development of declarative memory in human infants: age-related changes in deferred imitation. | Q52028338 | ||
| Incidental categorization of spectrally complex non-invariant auditory stimuli in a computer game task. | Q52035083 | ||
| Dissociating neural subsystems for grammar by contrasting word order and inflection | Q30494439 | ||
| Frontal cortex contributes to human memory formation | Q30573209 | ||
| Deferred feedback sharply dissociates implicit and explicit category learning | Q30573643 | ||
| Long-term memory: A review and meta-analysis of studies of declarative and procedural memory in specific language impairment | Q30576100 | ||
| Specific language impairment is not specific to language: the procedural deficit hypothesis. | Q30988895 | ||
| Implicit and explicit category learning by macaques (Macaca mulatta) and humans (Homo sapiens) | Q33739656 | ||
| Teaching the /r/-/l/ discrimination to Japanese adults: behavioral and neural aspects | Q34170373 | ||
| The phonological loop as a language learning device | Q34454627 | ||
| Memory systems of the brain: a brief history and current perspective | Q34551600 | ||
| The serial reaction time task: implicit motor skill learning? | Q34690920 | ||
| Toxic effects of depression on brain function: impairment of delayed recall and the cumulative length of depressive disorder in a large sample of depressed outpatients | Q34766668 | ||
| Accounting for change in declarative memory: A cognitive neuroscience perspective. | Q34820843 | ||
| On-line individual differences in statistical learning predict language processing | Q35157179 | ||
| Prefrontal and medial temporal lobe interactions in long-term memory | Q35190138 | ||
| Grammar predicts procedural learning and consolidation deficits in children with Specific Language Impairment | Q35317259 | ||
| Contributions of memory circuits to language: the declarative/procedural model | Q35705002 | ||
| Hippocampus: cognitive processes and neural representations that underlie declarative memory | Q35902494 | ||
| Working, declarative and procedural memory in specific language impairment | Q36878932 | ||
| Dual systems of speech category learning across the lifespan. | Q37420805 | ||
| Infants' learning about words and sounds in relation to objects | Q37536661 | ||
| Human category learning 2.0. | Q37823650 | ||
| The neural basis of implicit learning and memory: a review of neuropsychological and neuroimaging research | Q38117490 | ||
| Individual differences in category learning: sometimes less working memory capacity is better than more | Q38395525 | ||
| Delayed feedback disrupts the procedural-learning system but not the hypothesis-testing system in perceptual category learning | Q38417862 | ||
| Identification of Adults With Developmental Language Impairments | Q38500743 | ||
| Do infants retain the statistics of a statistical learning experience? Insights from a developmental cognitive neuroscience perspective. | Q39016112 | ||
| Impaired procedural learning in language impairment: results from probabilistic categorization. | Q39968745 | ||
| Removing the frontal lobes: the effects of engaging executive functions on perceptual category learning | Q40268931 | ||
| Infants generalize from just (the right) four words | Q40725105 | ||
| Initial training with difficult items facilitates information integration, but not rule-based category learning | Q43225732 | ||
| Executive attention and task switching in category learning: evidence for stimulus-dependent representation | Q43475513 | ||
| A neuropsychological theory of multiple systems in category learning | Q45296295 | ||
| Influences of vowel and tone variation on emergent word knowledge: a cross-linguistic investigation | Q45824615 | ||
| Comparing decision bound and exemplar models of categorization. | Q46013759 | ||
| Optimal sequencing during category learning: Testing a dual-learning systems perspective | Q46066421 | ||
| Artificial grammar learning depends on implicit acquisition of both abstract and exemplar-specific information | Q46341052 | ||
| The effects of concurrent task interference on category learning: evidence for multiple category learning systems | Q46564182 | ||
| A Comparison of the neural correlates that underlie rule-based and information-integration category learning | Q48228537 | ||
| P275 | copyright license | Creative Commons Attribution 4.0 International | Q20007257 |
| P6216 | copyright status | copyrighted | Q50423863 |
| P4510 | describes a project that uses | Praat | Q378530 |
| P407 | language of work or name | English | Q1860 |
| P921 | main subject | general psychology | Q1361345 |
| P304 | page(s) | 1828 | |
| P577 | publication date | 2018-01-01 | |
| P1433 | published in | Frontiers in Psychology | Q2794477 |
| P1476 | title | Procedural-Memory, Working-Memory, and Declarative-Memory Skills Are Each Associated With Dimensional Integration in Sound-Category Learning | |
| P478 | volume | 9 |
| Q97644174 | Brain Computer Interfaces for Improving the Quality of Life of Older Adults and Elderly Patients | cites work | P2860 |
Search more.