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Ahmadiantehrani, Somayeh; Gores, Elisa O.; London, Sarah E. – Learning & Memory, 2018
Nonassociative learning is considered simple because it depends on presentation of a single stimulus, but it likely reflects complex molecular signaling. To advance understanding of the molecular mechanisms of one form of nonassociative learning, habituation, for ethologically relevant signals we examined song recognition learning in adult zebra…
Descriptors: Habituation, Associative Learning, Correlation, Singing
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Thomas, Laura E. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
Directed actions can play a causal role in cognition, shaping thought processes. What drives this cross-talk between action and thought? I investigated the hypothesis that representations in spatial working memory mediate interactions between directed actions and problem solving. Participants attempted to solve an insight problem while…
Descriptors: Spatial Ability, Short Term Memory, Experimental Psychology, Problem Solving
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McGrath, Cormac; Laksov, Klara Bolander – International Journal for Academic Development, 2014
In the wake of the Bologna process, many European universities are undergoing comprehensive educational reform. Our attention in this paper is focused on how a medical university came to terms with the challenges presented therein. We wished to explore how educators identify, understand and deal with opportunities for change at a medical…
Descriptors: Discourse Analysis, Educational Change, Communities of Practice, Capacity Building
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Durst, Moritz; Janczyk, Markus – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
A frequent observation in dual-task studies is the backward crosstalk effect (BCE), meaning that aspects of a secondary Task 2 influence Task 1 performance. Up to this point, 2 major types of the BCE were investigated: a BCE based on dimensional overlap between both stimuli and/or responses (the compatibility-based BCE), and a BCE based on whether…
Descriptors: Experimental Psychology, Performance, Visual Stimuli, Color
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Smolen, Paul; Baxter, Douglas A.; Byrne, John H. – Learning & Memory, 2016
With memory encoding reliant on persistent changes in the properties of synapses, a key question is how can memories be maintained from days to months or a lifetime given molecular turnover? It is likely that positive feedback loops are necessary to persistently maintain the strength of synapses that participate in encoding. Such feedback may…
Descriptors: Long Term Memory, Models, Molecular Structure, Feedback (Response)
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Fischer, Rico; Hommel, Bernhard – Cognition, 2012
Performing two tasks concurrently is difficult, which has been taken to imply the existence of a structural processing bottleneck. Here we sought to assess whether and to what degree one's multitasking abilities depend on the cognitive-control style one engages in. Participants were primed with creativity tasks that either called for divergent…
Descriptors: Control Groups, Creative Thinking, Convergent Thinking, Costs
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Shodell, Michael – American Biology Teacher, 2010
It is certainly widely appreciated that there is much to be gained in the fertile crosstalk between science and history--whether bringing a historical perspective into the science classroom (Wieder, 2006) or a scientific perspective to the study of history (McElvaine, 2002; Smail, 2008). Perhaps the major impetus for using history in teaching…
Descriptors: Science Instruction, Science Experiments, Science Education, Research Reports
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Fischer, Rico; Gottschalk, Caroline; Dreisbach, Gesine – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2014
Performing 2 highly similar tasks at the same time requires an adaptive regulation of cognitive control to shield prioritized primary task processing from between-task (cross-talk) interference caused by secondary task processing. In the present study, the authors investigated how implicitly and explicitly delivered information promotes the…
Descriptors: Cognitive Processes, Attention Control, Context Effect, Task Analysis
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Davis, Pryce R.; Russ, Rosemary S. – Journal of Research in Science Teaching, 2015
The fields of science education and science communication share the overarching goal of helping non-experts and non-members of the professional science community develop knowledge of the content and processes of scientific research. However, the specific audiences, methods, and aims employed in the two fields have evolved quite differently and as…
Descriptors: Science Education, Communication (Thought Transfer), Scientific Research, Audiences
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Huestegge, Lynn; Koch, Iring – Journal of Experimental Psychology: Human Perception and Performance, 2009
Between-task crosstalk has been discussed as an important source for dual-task costs. In this study, the authors examine concurrently performed saccades and manual responses as a means of studying the role of response-code conflict between 2 tasks. In Experiment 1, participants responded to an imperative auditory stimulus with a left or a right…
Descriptors: Reaction Time, Eye Movements, Patterned Responses, Conflict
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Monk, Catherine; Georgieff, Michael K.; Osterholm, Erin A. – Journal of Child Psychology and Psychiatry, 2013
Background: Accumulating data from animal and human studies indicate that the prenatal environment plays a significant role in shaping children's neurocognitive development. Clinical, epidemiologic, and basic science research suggests that two experiences relatively common in pregnancy--an unhealthy maternal diet and psychosocial…
Descriptors: Mothers, Prenatal Influences, Cognitive Development, Pregnancy
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Miller, Jeff; Alderton, Mark – Journal of Experimental Psychology: Human Perception and Performance, 2006
Bottleneck models of psychological refractory period (PRP) tasks suggest that a Task 1 response should be unaffected by the Task 2 response in the same trial, because selection of the former finishes before selection of the latter begins. Contrary to this conception, the authors found backward response-level crosstalk effects in which Task 2…
Descriptors: Reaction Time, Cognitive Processes, Responses, Task Analysis
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Von Holzen, Katie; Mani, Nivedita – Journal of Experimental Child Psychology, 2012
We examined how words from bilingual toddlers' second language (L2) primed recognition of related target words in their first language (L1). On critical trials, prime-target word pairs were either (a) phonologically related, with L2 primes overlapped phonologically with L1 target words [e.g., "slide" (L2 prime)-"Kleid" (L1 target, "dress")], or…
Descriptors: Evidence, Priming, Word Recognition, Interference (Language)
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Oberauer, Klaus; Bialkova, Svetlana – Journal of Experimental Psychology: Human Perception and Performance, 2011
Six young adults practiced for 36 sessions on a working-memory updating task in which 2 digits and 2 spatial positions were continuously updated. Participants either did 1 updating operation at a time, or attempted 1 numerical and 1 spatial operation at the same time. In contrast to previous research using the same paradigm with a single digit and…
Descriptors: Attention, Young Adults, Short Term Memory, Costs
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Stephan, Denise Nadine; Koch, Iring – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2010
Two experiments examined the role of compatibility of input and output (I-O) modality mappings in task switching. We define I-O modality compatibility in terms of similarity of stimulus modality and modality of response-related sensory consequences. Experiment 1 included switching between 2 compatible tasks (auditory-vocal vs. visual-manual) and…
Descriptors: Eye Movements, Costs, Task Analysis, Experiments
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