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Journal of Experimental Psychology. Learning, Memory, and Cognition|May 1, 1995
How should implicit memory phenomena be modeled?G McKoon, R RatcliffJournal of Experimental Psychology. Learning, Memory, and Cognition|May 1, 1995
On the use of counterbalanced designs in cognitive research: a suggestion for a better and more powerful analysisA Pollatsek, A D WellJournal of Experimental Psychology. Learning, Memory, and Cognition|November 1, 1996
Different perceptual codes support priming for words and pseudowords: was Morton right all along?J S BowersJournal of Experimental Psychology. Learning, Memory, and Cognition|November 1, 1996
Conceptual pacts and lexical choice in conversationS E Brennan, H H ClarkJournal of Experimental Psychology. Learning, Memory, and Cognition|November 1, 1996
Sentential context effects on lexical decisions with a cross-modal instead of an all-visual procedureG McKoon, D Allbritton, R RatcliffJournal of Experimental Psychology. Learning, Memory, and Cognition|May 5, 2015
Studying on borrowed time: How does testing impair new learning?Sara D Davis, Jason C K ChanJournal of Experimental Psychology. Learning, Memory, and Cognition|November 3, 2010
What matters in implicit task sequence learning: perceptual stimulus features, task sets, or correlated streams of information?Brigitte Weiermann, Josephine Cock, Beat MeierJournal of Experimental Psychology. Learning, Memory, and Cognition|September 9, 2010
Long-term semantic priming of word meaningDan J WoltzJournal of Experimental Psychology. Learning, Memory, and Cognition|February 24, 2011
The effects of pure pair repetition on younger and older adults' associative memoryAngela Kilb, Moshe Naveh-BenjaminJournal of Experimental Psychology. Learning, Memory, and Cognition|January 20, 2011
Adaptive memory: determining the proximate mechanisms responsible for the memorial advantages of survival processingDaniel J Burns, Sarah A Burns, Ana J HwangPageof 405