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Developmental Cognitive Neuroscience
|
June 19, 2026
Neural correlates of learning speed reveal developmental differences in memory
Tess Allegra Forest, Margaret L Schlichting, Amy S Finn
Cognition
|
February 15, 2019
Superior learning in synesthetes: Consistent grapheme-color associations facilitate statistical learning
Tess Allegra Forest, Alessandra Lichtenfeld, Bryan Alvarez, et al.
Cognition
|
March 19, 2023
What sticks after statistical learning: The persistence of implicit versus explicit memory traces
Helen Liu, Tess Allegra Forest, Katherine Duncan, et al.
Journal of Cognitive Neuroscience
|
September 22, 2018
Prefrontal and Hippocampal Structure Predict Statistical Learning Ability in Early Childhood
Amy S Finn, Maria Kharitonova, Natalie Holtby, et al.
Psychological Science
|
August 20, 2024
Directing Attention Shapes Learning in Adults but Not Children
Marlie C Tandoc, Bharat Nadendla, Theresa Pham, et al.
Cognition
|
May 20, 2019
Evidence of stable individual differences in implicit learning
Priya B Kalra, John D E Gabrieli, Amy S Finn
Plos One
|
July 23, 2014
When it hurts (and helps) to try: the role of effort in language learning
Amy S Finn, Taraz Lee, Allison Kraus, et al.
Child Development
|
May 10, 2023
Memories of structured input become increasingly distorted across development
Tess Allegra Forest, Zahra Abolghasem, Amy S Finn, et al.
The Journal of Neuroscience : the Official Journal of the Society for Neuroscience
|
April 13, 2023
Neither Enhanced Nor Lost: The Unique Role of Attention in Children's Neural Representations
Yaelan Jung, Tess Allegra Forest, Dirk B Walther, et al.
Developmental Cognitive Neuroscience
|
March 31, 2016
Working memory filtering continues to develop into late adolescence
Matthew Peverill, Katie A McLaughlin, Amy S Finn, et al.
Page
of 4
Search research articles
Search
Showing results (11-20 of 37) with videos related to
Sort By:
Page
of 4
Developmental Cognitive Neuroscience
|
June 19, 2026
Neural correlates of learning speed reveal developmental differences in memory
Tess Allegra Forest, Margaret L Schlichting, Amy S Finn
Cognition
|
February 15, 2019
Superior learning in synesthetes: Consistent grapheme-color associations facilitate statistical learning
Tess Allegra Forest, Alessandra Lichtenfeld, Bryan Alvarez, et al.
Cognition
|
March 19, 2023
What sticks after statistical learning: The persistence of implicit versus explicit memory traces
Helen Liu, Tess Allegra Forest, Katherine Duncan, et al.
Journal of Cognitive Neuroscience
|
September 22, 2018
Prefrontal and Hippocampal Structure Predict Statistical Learning Ability in Early Childhood
Amy S Finn, Maria Kharitonova, Natalie Holtby, et al.
Psychological Science
|
August 20, 2024
Directing Attention Shapes Learning in Adults but Not Children
Marlie C Tandoc, Bharat Nadendla, Theresa Pham, et al.
Cognition
|
May 20, 2019
Evidence of stable individual differences in implicit learning
Priya B Kalra, John D E Gabrieli, Amy S Finn
Plos One
|
July 23, 2014
When it hurts (and helps) to try: the role of effort in language learning
Amy S Finn, Taraz Lee, Allison Kraus, et al.
Child Development
|
May 10, 2023
Memories of structured input become increasingly distorted across development
Tess Allegra Forest, Zahra Abolghasem, Amy S Finn, et al.
The Journal of Neuroscience : the Official Journal of the Society for Neuroscience
|
April 13, 2023
Neither Enhanced Nor Lost: The Unique Role of Attention in Children's Neural Representations
Yaelan Jung, Tess Allegra Forest, Dirk B Walther, et al.
Developmental Cognitive Neuroscience
|
March 31, 2016
Working memory filtering continues to develop into late adolescence
Matthew Peverill, Katie A McLaughlin, Amy S Finn, et al.
Page
of 4