1. David J. Stevens, Joanne Arciuli & David I. Anderson (2014). Concurrent Movement Impairs Incidental But Not Intentional Statistical Learning. Cognitive Science 38 (8).
    The effect of concurrent movement on incidental versus intentional statistical learning was examined in two experiments. In Experiment 1, participants learned the statistical regularities embedded within familiarization stimuli implicitly, whereas in Experiment 2 they were made aware of the embedded regularities and were instructed explicitly to learn these regularities. Experiment 1 demonstrated that while the control group were able to learn the statistical regularities, the resistance-free cycling group and the exercise group did not demonstrate learning. This is in contrast with (...)
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  2. Josef Johann Bless, René Westerhausen, Joanne Arciuli, Kristiina Kompus, Magne Gudmundsen & Kenneth Hugdahl (2013). “Right on All Occasions?” – On the Feasibility of Laterality Research Using a Smartphone Dichotic Listening Application. Frontiers in Psychology 4.
    Most psychological experimentation takes place in laboratories aiming to maximize experimental control; however, this creates artificial environments that are not representative of real-life situations. Since cognitive processes usually take place in noisy environments, they should also be tested in these contexts. The recent advent of smartphone technology provides an ideal medium for such testing. In order to examine the feasibility of mobile devices in psychological research in general, and laterality research in particular, we developed a mobile device (MD) version of (...)
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  3. Joanne Arciuli & Ian C. Simpson (2012). Statistical Learning Is Related to Reading Ability in Children and Adults. Cognitive Science 36 (2):286-304.
    There is little empirical evidence showing a direct link between a capacity for statistical learning (SL) and proficiency with natural language. Moreover, discussion of the role of SL in language acquisition has seldom focused on literacy development. Our study addressed these issues by investigating the relationship between SL and reading ability in typically developing children and healthy adults. We tested SL using visually presented stimuli within a triplet learning paradigm and examined reading ability by administering the Wide Range Achievement Test (...)
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