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Journal of Experimental Psychology. Learning, Memory, and Cognition|January 11, 1990
Comprehending figurative referential descriptionsR W GibbsJournal of Experimental Psychology. Learning, Memory, and Cognition|May 2, 2007
Comparing switch costs: alternating runs and explicit cuingErik M AltmannJournal of Experimental Psychology. Learning, Memory, and Cognition|May 2, 2007
Acquisition of structured knowledge without instruction: the relational schema induction paradigmGraeme S Halford, Janie BusbyJournal of Experimental Psychology. Learning, Memory, and Cognition|August 30, 2006
Dissociating the effects of automatic activation and explicit expectancy on reaction times in a simple associative learning taskPierre Perruchet, Axel Cleeremans, Arnaud DestrebecqzJournal of Experimental Psychology. Learning, Memory, and Cognition|August 30, 2006
Simple predictions fueled by capacity limitations: when are they successful?Wolfgang Gaissmaier, Lael J Schooler, Jörg RieskampJournal of Experimental Psychology. Learning, Memory, and Cognition|August 30, 2006
Lexical selection in bilingual speech production does not involve language suppressionMatthew Finkbeiner, Jorge Almeida, Niels Janssen, et al.Journal of Experimental Psychology. Learning, Memory, and Cognition|May 25, 2006
Hypothetical and certain inferences from conditional arguments read in textsNicolas CampionJournal of Experimental Psychology. Learning, Memory, and Cognition|May 25, 2006
The distinctiveness of the word-length effectCharles Hulme, Ian Neath, George Stuart, et al.Journal of Experimental Psychology. Learning, Memory, and Cognition|July 11, 2006
Distinctive features hold a privileged status in the computation of word meaning: Implications for theories of semantic memoryGeorge S Cree, Chris McNorgan, Ken McRaeJournal of Experimental Psychology. Learning, Memory, and Cognition|July 11, 2006
How causal knowledge affects classification: A generative theory of categorizationBob Rehder, ShinWoo KimPageof 405