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Journal of Experimental Psychology. Learning, Memory, and Cognition|January 17, 2020
Repetition causes confusion: Insights to word segmentation during Chinese readingJingwen Wang, Bernhard Angele, Guojie Ma, et al.Journal of Experimental Psychology. Learning, Memory, and Cognition|January 10, 2020
The intuitive number sense contributes to symbolic equation error detection abilitiesHarris Wong, Darko OdicJournal of Experimental Psychology. Learning, Memory, and Cognition|December 28, 2018
Visual working memory for letters varies with familiarity but not complexityWilliam X Q Ngiam, Kimberley L C Khaw, Alex O Holcombe, et al.Journal of Experimental Psychology. Learning, Memory, and Cognition|December 21, 2018
Eye position reflects the spatial coding of numbers during magnitude comparisonSamuel Salvaggio, Nicolas Masson, Michael AndresJournal of Experimental Psychology. Learning, Memory, and Cognition|December 21, 2018
Word-context associations in episodic memory are learned at the conceptual level: Word frequency, bilingual proficiency, and bilingual status effects on source memoryWendy S Francis, E Natalia Strobach, Renee M Penalver, et al.Journal of Experimental Psychology. Learning, Memory, and Cognition|December 21, 2018
Two routes to memory benefits of guessingKatarzyna Zawadzka, Maciej HanczakowskiJournal of Experimental Psychology. Learning, Memory, and Cognition|January 29, 2019
EditorialAaron S BenjaminJournal of Experimental Psychology. Learning, Memory, and Cognition|January 29, 2019
Paradigms, possibilities, and probabilities: Comment on Hinterecker, Knauff, and Johnson-Laird (2016)Mike Oaksford, David Over, Nicole CruzJournal of Experimental Psychology. Learning, Memory, and Cognition|January 29, 2019
How to infer possibilities: A reply to Oaksford et al. (2018)Thomas Hinterecker, Markus Knauff, P N Johnson-LairdJournal of Experimental Psychology. Learning, Memory, and Cognition|March 30, 2006
Is the focus of attention in working memory expanded through practice?Klaus OberauerPageof 405