These tools will no longer be maintained as of December 31, 2024. Archived website can be found here. PubMed4Hh GitHub repository can be found here. Contact NLM Customer Service if you have questions.


BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

136 related articles for article (PubMed ID: 28333507)

  • 1. The sequence of study changes what information is attended to, encoded, and remembered during category learning.
    Carvalho PF; Goldstone RL
    J Exp Psychol Learn Mem Cogn; 2017 Nov; 43(11):1699-1719. PubMed ID: 28333507
    [TBL] [Abstract][Full Text] [Related]  

  • 2. Sequence as context in category learning: An eyetracking study.
    Zaki SR; Salmi IL
    J Exp Psychol Learn Mem Cogn; 2019 Nov; 45(11):1942-1954. PubMed ID: 30816766
    [TBL] [Abstract][Full Text] [Related]  

  • 3. A Computational Model of Context-Dependent Encodings During Category Learning.
    Carvalho PF; Goldstone RL
    Cogn Sci; 2022 Apr; 46(4):e13128. PubMed ID: 35411959
    [TBL] [Abstract][Full Text] [Related]  

  • 4. Adaptive categorization in unsupervised learning.
    Clapper JP; Bower GH
    J Exp Psychol Learn Mem Cogn; 2002 Sep; 28(5):908-923. PubMed ID: 12219798
    [TBL] [Abstract][Full Text] [Related]  

  • 5. Eyetracking and selective attention in category learning.
    Rehder B; Hoffman AB
    Cogn Psychol; 2005 Aug; 51(1):1-41. PubMed ID: 16039934
    [TBL] [Abstract][Full Text] [Related]  

  • 6. Eye tracking infants: investigating the role of attention during learning on recognition memory.
    Taylor G; Herbert JS
    Scand J Psychol; 2013 Feb; 54(1):14-9. PubMed ID: 23198776
    [TBL] [Abstract][Full Text] [Related]  

  • 7. Learning relational concepts from within- versus between-category comparisons.
    Corral D; Kurtz KJ; Jones M
    J Exp Psychol Gen; 2018 Nov; 147(11):1571-1596. PubMed ID: 30372111
    [TBL] [Abstract][Full Text] [Related]  

  • 8. How should exemplars be sequenced in inductive learning? Empirical evidence versus learners' opinions.
    Yan VX; Soderstrom NC; Seneviratna GS; Bjork EL; Bjork RA
    J Exp Psychol Appl; 2017 Dec; 23(4):403-416. PubMed ID: 28816472
    [TBL] [Abstract][Full Text] [Related]  

  • 9. What you learn is more than what you see: what can sequencing effects tell us about inductive category learning?
    Carvalho PF; Goldstone RL
    Front Psychol; 2015; 6():505. PubMed ID: 25983699
    [TBL] [Abstract][Full Text] [Related]  

  • 10. The benefits of interleaved and blocked study: different tasks benefit from different schedules of study.
    Carvalho PF; Goldstone RL
    Psychon Bull Rev; 2015 Feb; 22(1):281-8. PubMed ID: 24984923
    [TBL] [Abstract][Full Text] [Related]  

  • 11. Not all attention orienting is created equal: recognition memory is enhanced when attention orienting involves distractor suppression.
    Markant J; Worden MS; Amso D
    Neurobiol Learn Mem; 2015 Apr; 120():28-40. PubMed ID: 25701278
    [TBL] [Abstract][Full Text] [Related]  

  • 12. Recency effects as a window to generalization: separating decisional and perceptual sequential effects in category learning.
    Jones M; Love BC; Maddox WT
    J Exp Psychol Learn Mem Cogn; 2006 Mar; 32(2):316-32. PubMed ID: 16569149
    [TBL] [Abstract][Full Text] [Related]  

  • 13. The costs of supervised classification: The effect of learning task on conceptual flexibility.
    Hoffman AB; Rehder B
    J Exp Psychol Gen; 2010 May; 139(2):319-40. PubMed ID: 20438254
    [TBL] [Abstract][Full Text] [Related]  

  • 14. View-invariant object category learning, recognition, and search: how spatial and object attention are coordinated using surface-based attentional shrouds.
    Fazl A; Grossberg S; Mingolla E
    Cogn Psychol; 2009 Feb; 58(1):1-48. PubMed ID: 18653176
    [TBL] [Abstract][Full Text] [Related]  

  • 15. How visual and semantic information influence learning in familiar contexts.
    Goujon A; Brockmole JR; Ehinger KA
    J Exp Psychol Hum Percept Perform; 2012 Oct; 38(5):1315-27. PubMed ID: 22612057
    [TBL] [Abstract][Full Text] [Related]  

  • 16. Unsupervised category learning with integral-dimension stimuli.
    Ell SW; Ashby FG; Hutchinson S
    Q J Exp Psychol (Hove); 2012; 65(8):1537-62. PubMed ID: 22506861
    [TBL] [Abstract][Full Text] [Related]  

  • 17. On the difficulty of mending metacognitive illusions: A priori theories, fluency effects, and misattributions of the interleaving benefit.
    Yan VX; Bjork EL; Bjork RA
    J Exp Psychol Gen; 2016 Jul; 145(7):918-33. PubMed ID: 27227415
    [TBL] [Abstract][Full Text] [Related]  

  • 18. Learning what to learn: the effects of task experience on strategy shifts in the allocation of study time.
    Ariel R
    J Exp Psychol Learn Mem Cogn; 2013 Nov; 39(6):1697-1711. PubMed ID: 23751010
    [TBL] [Abstract][Full Text] [Related]  

  • 19. Learning about the internal structure of categories through classification and feature inference.
    Jee BD; Wiley J
    Q J Exp Psychol (Hove); 2014; 67(9):1786-807. PubMed ID: 24320007
    [TBL] [Abstract][Full Text] [Related]  

  • 20. Similarity matters: A meta-analysis of interleaved learning and its moderators.
    Brunmair M; Richter T
    Psychol Bull; 2019 Nov; 145(11):1029-1052. PubMed ID: 31556629
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 7.