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Journal of Experimental Psychology. Learning, Memory, and Cognition|November 1, 1992
Spreading activation versus compound cue accounts of priming: mediated priming revisitedG McKoon, R RatcliffJournal of Experimental Psychology. Learning, Memory, and Cognition|November 1, 1992
Form-based priming in spoken word recognition: the roles of competition and biasS D Goldinger, P A Luce, D B Pisoni, et al.Journal of Experimental Psychology. Learning, Memory, and Cognition|November 1, 1992
Prelexical facilitation and lexical interference in auditory word recognitionL M Slowiaczek, M HamburgerJournal of Experimental Psychology. Learning, Memory, and Cognition|August 20, 2003
Intentional forgetting can increase, not decrease, residual influences of to-be-forgotten informationElizabeth Ligon Bjork, Robert A BjorkJournal of Experimental Psychology. Learning, Memory, and Cognition|August 20, 2003
Associative processes in repetition primingIan Dennis, Katja SchmidtJournal of Experimental Psychology. Learning, Memory, and Cognition|August 20, 2003
Representation of lexical formConor T McLennan, Paul A Luce, Jan Charles-LuceJournal of Experimental Psychology. Learning, Memory, and Cognition|August 20, 2003
Semantic interference from visual object recognition on visual imageryToby J Lloyd-Jones, David VernonJournal of Experimental Psychology. Learning, Memory, and Cognition|July 1, 1992
Children's and adults' reading of nonwords: effects of regularity and consistencyV Coltheart, J LeahyJournal of Experimental Psychology. Learning, Memory, and Cognition|July 1, 1992
Reaction time measures of spelling: testing a two-strategy model of skilled spellingD S KreinerJournal of Experimental Psychology. Learning, Memory, and Cognition|November 19, 2003
What do we know about what we cannot remember? Accessing the semantic attributes of words that cannot be recalledAsher Koriat, Ravit Levy-Sadot, Eyal Edry, et al.Pageof 405