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Psychonomic Bulletin & Review|August 24, 2022
Judgments of learning reveal conscious access to stimulus memorabilityJoseph M Saito, Matthew Kolisnyk, Keisuke FukudaPsychonomic Bulletin & Review|March 6, 2004
A knowledge-resonance (KRES) model of category learningBob Rehder, Gregory L MurphyPsychonomic Bulletin & Review|March 6, 2004
Nonintentional task set activation: evidence from implicit task sequence learningAlex Gotler, Nachshon Meiran, Joseph TzelgovPsychonomic Bulletin & Review|March 6, 2004
Inhibition of return: a graphical meta-analysis of its time course and an empirical test of its temporal and spatial propertiesArthur G Samuel, Donna KatPsychonomic Bulletin & Review|March 6, 2004
The PIG in sPrInG: evidence on letter grouping from the reading of buried wordsGlyn W Humphreys, Kate Mayall, Adam C G CooperPsychonomic Bulletin & Review|March 6, 2004
Spatial iconicity affects semantic relatedness judgmentsRolf A Zwaan, Richard H YaxleyPsychonomic Bulletin & Review|March 6, 2004
Choice based on exclusion in pigeonsTricia S Clement, Thomas R ZentallPsychonomic Bulletin & Review|March 6, 2004
Imagery and rehearsal as study strategies for written or orally presented passagesRossana De Beni, Angelica MoèPsychonomic Bulletin & Review|July 21, 2004
Why is it difficult to see in the fog? How stimulus contrast affects visual perception and visual memoryErin M Harley, Allyss M Dillon, Geoffrey R LoftusPsychonomic Bulletin & Review|July 21, 2004
Learning with arbitrary versus ecological conditioned stimuli: evidence from sexual conditioningMichael Domjan, Brian Cusato, Mark KrausePageof 456