| 篇名 | 作者 | 刊名 | 出版年 | 查看 |
|---|
| Implicit and explicit learning of event sequences: evidence for distinctcoding of perceptual and motor representations |
Russeler, J.;Rosler, F.; |
Acta Psychologica |
2000-03-01 |
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| Transfer of movement sequences: Bigger is better |
Dean, N.J.;Kovacs, A.J.;Shea, C.H.; |
Acta Psychologica |
2008-02-01 |
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| Transfer of movement sequences: Bigger is better |
Dean, N.J.;Kovacs, A.J.;Shea, C.H.; |
Acta Psychologica |
2008-02-01 |
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| Representation of movement sequences is related to task characteristics |
Kovacs, A.J.;Han, D.W.;Shea, C.H.; |
Acta Psychologica |
2009-09-01 |
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| Are correlated streams of information necessary for implicit sequencelearning? |
Meier, B.;Cock, J.; |
Acta Psychologica |
2010-01-01 |
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| Coding of on-line and pre-planned movement sequences |
Kovacs, A.J.;Boyle, J.;Grutmatcher, N.;Shea, C.H.; |
Acta Psychologica |
2010-02-01 |
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| Chunking by colors: Assessing discrete learning in a continuous serialreaction-time task |
Jimenez, L.;Mendez, A.;Pasquali, A.;Abrahamse, E.;Verwey, W.; |
Acta Psychologica |
2011-07-01 |
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| Impact of instruction on the acquisition of sequence knowledge in asensorimotor task |
Kirsch, W.;Hoffmann, J.; |
Acta Psychologica |
2011-09-01 |
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| Distinct modes of executing movement sequences: Reacting, associating,and chunking |
Verwey, W.B.;Abrahamse, E.L.; |
Acta Psychologica |
2012-07-01 |
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| Only correlated sequences that are actively processed contribute toimplicit sequence learning |
Meier, B.;Weiermann, B.;Cock, J.; |
Acta Psychologica |
2012-09-01 |
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| Only correlated sequences that are actively processed contribute toimplicit sequence learning |
Meier, B.;Weiermann, B.;Cock, J.; |
Acta Psychologica |
2012-09-01 |
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| Only correlated sequences that are actively processed contribute toimplicit sequence learning |
Meier, B.;Weiermann, B.;Cock, J.; |
Acta Psychologica |
2012-09-01 |
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| Only correlated sequences that are actively processed contribute toimplicit sequence learning |
Meier, B.;Weiermann, B.;Cock, J.; |
Acta Psychologica |
2012-09-01 |
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| Are all changes equal? Comparing early and late changes in sequencelearning |
Ganor-Stern, D.;Plonsker, R.;Perlman, A.;Tzelgov, J.; |
Acta Psychologica |
2013-09-01 |
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| Are all changes equal? Comparing early and late changes in sequencelearning |
Ganor-Stern, D.;Plonsker, R.;Perlman, A.;Tzelgov, J.; |
Acta Psychologica |
2013-09-01 |
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| Are all changes equal? Comparing early and late changes in sequencelearning |
Ganor-Stern, D.;Plonsker, R.;Perlman, A.;Tzelgov, J.; |
Acta Psychologica |
2013-09-01 |
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| Learning a keying sequence you never executed: Evidence for independentassociative and motor chunk learning |
Verwey, W.B.;Wright, D.L.; |
Acta Psychologica |
2014-09-01 |
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| Implicit transfer of spatial structure in visuomotor sequence learning |
Tanaka, K.;Watanabe, K.; |
Acta Psychologica |
2014-11-01 |
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| Magnifying visual target information and the role of eye movements inmotor sequence learning |
Massing, M.;Blandin, Y.;Panzer, S.; |
Acta Psychologica |
2016-01-01 |
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| Allowing time to consolidate knowledge gained through random practicefacilitates later novel motor sequence acquisition |
Kim, T.;Rhee, J.;Wright, D.L.; |
Acta Psychologica |
2016-01-01 |
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| Multimodal sequence learning |
Kemeny, F.;Meier, B.; |
Acta Psychologica |
2016-02-01 |
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