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  1. added 2016-12-09
    Srdan Medimorec & Evan F. Risko (2016). Effects of Disfluency in Writing. British Journal of Psychology 107 (4):625–650.
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  2. added 2016-12-09
    Srdan Medimorec, Philip I. Pavlik, Andrew Olney, Arthur C. Graesser & Evan F. Risko (2015). The Language of Instruction: Compensating for Challenge in Lectures. Journal of Educational Psychology 107 (4):971-990.
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  3. added 2016-12-06
    C. Herbort Maike, Iseev Jenny, Stolz Christopher, Roeser Benedict, Großkopf Nora, Wüstenberg Torsten, Hellweg Rainer, Walter Henrik, Dziobek Isabel & H. Schott Björn (2016). The ToMenovela – A Photograph-Based Stimulus Set for the Study of Social Cognition with High Ecological Validity. Frontiers in Psychology 7.
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  4. added 2016-12-06
    Elizabeth B. Torres, Beth Smith, Sejal Mistry, Maria Brincker & Caroline Whyatt (2016). Neonatal Diagnostics: Toward Dynamic Growth Charts of Neuromotor Control. Frontiers in Pediatrics 4:121.
    The current rise of neurodevelopmental disorders poses a critical need to detect risk early in order to rapidly intervene. One of the tools pediatricians use to track development is the standard growth chart. The growth charts are somewhat limited in predicting possible neurodevelopmental issues. They rely on linear models and assumptions of normality for physical growth data – obscuring key statistical information about possible neurodevelopmental risk in growth data that actually has accelerated, non-linear rates-of-change and variability encompassing skewed distributions. Here, (...)
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  5. added 2016-12-06
    Lihong Chen, Xiangyong Yuan, Qian Xu, Ying Wang & Yi Jiang (2016). Subliminal Impending Collision Increases Perceived Object Size and Enhances Pupillary Light Reflex. Frontiers in Psychology 7.
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  6. added 2016-12-06
    Michael A. Nees (2016). Have We Forgotten Auditory Sensory Memory? Retention Intervals in Studies of Nonverbal Auditory Working Memory. Frontiers in Psychology 7.
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  7. added 2016-12-04
    Steven O. Roberts, Susan A. Gelman & Arnold K. Ho (2016). So It Is, So It Shall Be: Group Regularities License Children's Prescriptive Judgments. Cognitive Science 40 (8).
    When do descriptive regularities become prescriptive norms? We examined children's and adults' use of group regularities to make prescriptive judgments, employing novel groups that engaged in morally neutral behaviors. Participants were introduced to conforming or non-conforming individuals. Children negatively evaluated non-conformity, with negative evaluations declining with age. These effects were replicable across competitive and cooperative intergroup contexts and stemmed from reasoning about group regularities rather than reasoning about individual regularities. These data provide new insights into children's group concepts and have (...)
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  8. added 2016-12-03
    Georges Canguilhem (1966). Qu'est-ce que la psychologie? Cahiers Pour l'Analyse 2.
    La question “Qu'est-ce que la psychologie?” semble plus gênante pour tout psychologue que ne l'est, pour tout philosophe, la question “Qu'est-ce que la philosophie?”. Car pour la philosophie, la question de son sens et de son essence la constitue, bien plus que ne la définit une réponse à cette question. Le fait que la question renaisse incessamment, faute de réponse satisfaisante, est, pour qui voudrait pouvoir se dire philosophe, une raison d'humilité et non une cause d'humiliation. Mais pour la psychologie, (...)
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  9. added 2016-12-02
    Marilyn Stendera (2015). Dasein's Temporal Enaction: Heideggerian Temporality in Dialogue with Contemporary Cognitive Science. Dissertation, The University of Melbourne
    This thesis argues that Heidegger’s accounts of practice and temporality in Being and Time are inseparable, and demonstrates the importance of temporality for contemporary dialogues between Heideggerian phenomenology and cognitive science. It proposes that enactive and action-oriented models of cognition are best suited to engaging with a Heideggerian view of the temporality of practice, and will benefit from the latter’s capacity to explain the purposive self-concern, possibility-directedness, and varying complexity of cognition in richly temporal terms. I begin by showing that (...)
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  10. added 2016-12-01
    Florencia Reali (2016). Acceptability of Dative Argument Structure in Spanish: Assessing Semantic and Usage‐Based Factors. Cognitive Science 40 (8).
    Multiple constraints, including semantic, lexical, and usage-based factors, have been shown to influence dative alternation across different languages. This work explores whether fine-grained statistics and semantic properties of the verb affect the acceptability of dative constructions in Spanish. First, a corpus analysis reveals that verbs of different semantic classes occur naturally in alternative dative constructions, a pattern quite different from English. The fact that dative alternation appears independent of semantic classes challenges traditional semantic-based approaches. Second, acceptability rating tasks reveal that (...)
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  11. added 2016-12-01
    Larissa K. Samuelson (2016). Introduction to the Special Issue Honoring the 2013 David E. Rumelhart Prize Recipient Linda B. Smith. Cognitive Science 40 (8).
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  12. added 2016-12-01
    Chuma K. Owuamalam, Mark Rubin & Russell Spears (2016). The System Justification Conundrum: Re-Examining the Cognitive Dissonance Basis for System Justification. Frontiers in Psychology 7.
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  13. added 2016-12-01
    Stuart Reeves, Christian Greiffenhagen & Eric Laurier (2016). Video Gaming as Practical Accomplishment: Ethnomethodology, Conversation Analysis, and Play. Topics in Cognitive Science 8 (4).
    Accounts of video game play developed from an ethnomethodological and conversation analytic perspective remain relatively scarce. This study collects together an emerging, if scattered, body of research which focuses on the material, practical “work” of video game players. The study offers an example-driven explication of an EMCA perspective on video game play phenomena. The materials are arranged as a “tactical zoom.” We start very much “outside” the game, beginning with a wide view of how massive-multiplayer online games are played within (...)
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  14. added 2016-11-30
    Adam Bear & Joshua Knobe (forthcoming). Normality: Part Descriptive, Part Prescriptive. Cognition.
    People’s beliefs about normality play an important role in many aspects of cognition and life (e.g., causal cognition, linguistic semantics, cooperative behavior). But how do people determine what sorts of things are normal in the first place? Past research has studied both people’s representations of statistical norms (e.g., the average) and their representations of prescriptive norms (e.g., the ideal). Four studies suggest that people’s notion of normality incorporates both of these types of norms. In particular, people’s representations of what is (...)
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  15. added 2016-11-26
    Kristin M. Gagnier, Kinnari Atit, Carol J. Ormand & Thomas F. Shipley (2016). Comprehending 3D Diagrams: Sketching to Support Spatial Reasoning. Topics in Cognitive Science 8 (4).
    Science, technology, engineering, and mathematics disciplines commonly illustrate 3D relationships in diagrams, yet these are often challenging for students. Failing to understand diagrams can hinder success in STEM because scientific practice requires understanding and creating diagrammatic representations. We explore a new approach to improving student understanding of diagrams that convey 3D relations that is based on students generating their own predictive diagrams. Participants' comprehension of 3D spatial diagrams was measured in a pre- and post-design where students selected the correct 2D (...)
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  16. added 2016-11-25
    Lise E. Stene, Tore Wentzel-Larsen & Grete Dyb (2016). Healthcare Needs, Experiences and Satisfaction After Terrorism: A Longitudinal Study of Survivors From the Utøya Attack. Frontiers in Psychology 7.
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  17. added 2016-11-25
    Sam G. B. Roberts & Anna I. Roberts (2016). Social Brain Hypothesis: Vocal and Gesture Networks of Wild Chimpanzees. Frontiers in Psychology 7.
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  18. added 2016-11-25
    Michael Barlev, Spencer Mermelstein & Tamsin C. German (2016). Core Intuitions About Persons Coexist and Interfere With Acquired Christian Beliefs About God. Cognitive Science 40 (8).
    This study tested the hypothesis that in the minds of adult religious adherents, acquired beliefs about the extraordinary characteristics of God coexist with, rather than replace, an initial representation of God formed by co-option of the evolved person concept. In three experiments, Christian religious adherents were asked to evaluate a series of statements for which core intuitions about persons and acquired Christian beliefs about God were consistent or inconsistent. Participants were less accurate and slower to respond to inconsistent versus consistent (...)
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  19. added 2016-11-25
    Franziska Schaller, Sabine Weiss & Horst M. Müller (2016). “Pushing the Button While Pushing the Argument”: Motor Priming of Abstract Action Language. Cognitive Science 40 (8).
    In a behavioral study we analyzed the influence of visual action primes on abstract action sentence processing. We thereby aimed at investigating mental motor involvement during processes of meaning constitution of action verbs in abstract contexts. In the first experiment, participants executed either congruous or incongruous movements parallel to a video prime. In the second experiment, we added a no-movement condition. After the execution of the movement, participants rendered a sensibility judgment on action sentence targets. It was expected that congruous (...)
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  20. added 2016-11-25
    Jeff Loucks, Christina Mutschler & Andrew N. Meltzoff (2016). Children's Representation and Imitation of Events: How Goal Organization Influences 3‐Year‐Old Children's Memory for Action Sequences. Cognitive Science 40 (8).
    Children's imitation of adults plays a prominent role in human cognitive development. However, few studies have investigated how children represent the complex structure of observed actions which underlies their imitation. We integrate theories of action segmentation, memory, and imitation to investigate whether children's event representation is organized according to veridical serial order or a higher level goal structure. Children were randomly assigned to learn novel event sequences either through interactive hands-on experience or via storybook. Results demonstrate that children's representation of (...)
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  21. added 2016-11-25
    Katrin S. Heimann, Sebo Uithol, Marta Calbi, Maria A. Umiltà, Michele Guerra & Vittorio Gallese (2016). “Cuts in Action”: A High‐Density EEG Study Investigating the Neural Correlates of Different Editing Techniques in Film. Cognitive Science 40 (8).
    In spite of their striking differences with real-life perception, films are perceived and understood without effort. Cognitive film theory attributes this to the system of continuity editing, a system of editing guidelines outlining the effect of different cuts and edits on spectators. A major principle in this framework is the 180° rule, a rule recommendation that, to avoid spectators’ attention to the editing, two edited shots of the same event or action should not be filmed from angles differing in a (...)
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  22. added 2016-11-25
    Sarah Sauchelli, Jon Arcelus, Roser Granero, Susana Jiménez-Murcia, Zaida Agüera, Amparo Del Pino-Gutiérrez & Fernando Fernández-Aranda (2016). Dimensions of Compulsive Exercise Across Eating Disorder Diagnostic Subtypes and the Validation of the Spanish Version of the Compulsive Exercise Test. Frontiers in Psychology 7.
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  23. added 2016-11-24
    Christine Cuskley, Claudio Castellano, Francesca Colaiori, Vittorio Loreto, Martina Pugliese & Francesca Tria (2017). The Regularity Game: Investigating Linguistic Rule Dynamics in a Population of Interacting Agents. Cognition 159:25-32.
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  24. added 2016-11-24
    Mahesh Srinivasan, Sara Al-Mughairy, Ruthe Foushee & David Barner (2017). Learning Language From Within: Children Use Semantic Generalizations to Infer Word Meanings. Cognition 159:11-24.
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  25. added 2016-11-24
    Rose M. Scott (2017). Surprise! 20-Month-Old Infants Understand the Emotional Consequences of False Beliefs. Cognition 159:33-47.
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  26. added 2016-11-24
    Maria L. Filippetti & Manos Tsakiris (2017). Heartfelt Embodiment: Changes in Body-Ownership and Self-Identification Produce Distinct Changes in Interoceptive Accuracy. Cognition 159:1-10.
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  27. added 2016-11-24
    Rebecca M. Foerster (2016). Task-Irrelevant Expectation Violations in Sequential Manual Actions: Evidence for a “Check-After-Surprise” Mode of Visual Attention and Eye-Hand Decoupling. Frontiers in Psychology 7.
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  28. added 2016-11-24
    Jessica Ruppen, Patricia Waldvogel & Ulrike Ehlert (2016). Implicit Motives and Men’s Perceived Constraint in Fatherhood. Frontiers in Psychology 7.
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  29. added 2016-11-24
    Mashhood A. Sheikh, Birgit Abelsen & Jan Abel Olsen (2016). Differential Recall Bias, Intermediate Confounding, and Mediation Analysis in Life Course Epidemiology: An Analytic Framework with Empirical Example. Frontiers in Psychology 7.
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  30. added 2016-11-24
    Andreas Haga, Niklas Halin, Mattias Holmgren & Patrik Sörqvist (2016). Psychological Restoration Can Depend on Stimulus-Source Attribution: A Challenge for the Evolutionary Account? Frontiers in Psychology 7.
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  31. added 2016-11-24
    José A. Álvarez-Bermejo, Luis J. Belmonte-Ureña, Africa Martos-Martínez, Ana B. Barragán-Martín & María del Mar Simón-Marquez (2016). System to Detect Racial-Based Bullying Through Gamification. Frontiers in Psychology 7.
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  32. added 2016-11-24
    Igor G. Menezes, Victor R. Duran, Euclides J. Mendonça Filho, Tainã J. Veloso, Stella M. S. Sarmento, Christine L. Paget & Kai Ruggeri (2016). Policy Implications of Achievement Testing Using Multilevel Models: The Case of Brazilian Elementary Schools. Frontiers in Psychology 7.
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  33. added 2016-11-24
    Chao-Chih Wang, David A. Ross, Isabel Gauthier & Jennifer J. Richler (2016). Validation of the Vanderbilt Holistic Face Processing Test. Frontiers in Psychology 7.
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  34. added 2016-11-24
    Krystyna Rymarczyk, Łukasz Żurawski, Kamila Jankowiak-Siuda & Iwona Szatkowska (2016). Emotional Empathy and Facial Mimicry for Static and Dynamic Facial Expressions of Fear and Disgust. Frontiers in Psychology 7.
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  35. added 2016-11-24
    C. E. Peper, Sija J. van der Wal & Sander Begeer (2016). Autism in Action: Reduced Bodily Connectedness During Social Interactions? Frontiers in Psychology 7.
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  36. added 2016-11-24
    Bodil S. A. Karlsson & Carl Martin Allwood (2016). What Is the Correct Answer About The Dress’ Colors? Investigating the Relation Between Optimism, Previous Experience, and Answerability. Frontiers in Psychology 7.
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  37. added 2016-11-23
    Andrea E. Abele, Nicole Hauke, Kim Peters, Eva Louvet, Aleksandra Szymkow & Yanping Duan (2016). Facets of the Fundamental Content Dimensions: Agency with Competence and Assertiveness—Communion with Warmth and Morality. Frontiers in Psychology 7.
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  38. added 2016-11-23
    Yonghong Zhang, Xi Luo, Xianwei Che & Wenjie Duan (2016). Protective Effect of Self-Compassion to Emotional Response Among Students with Chronic Academic Stress. Frontiers in Psychology 7.
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  39. added 2016-11-23
    Eliana Colunga & Clare E. Sims (2016). Not Only Size Matters: Early‐Talker and Late‐Talker Vocabularies Support Different Word‐Learning Biases in Babies and Networks. Cognitive Science 40 (8).
    In typical development, word learning goes from slow and laborious to fast and seemingly effortless. Typically developing 2-year-olds seem to intuit the whole range of things in a category from hearing a single instance named—they have word-learning biases. This is not the case for children with relatively small vocabularies. We present a computational model that accounts for the emergence of word-learning biases in children at both ends of the vocabulary spectrum based solely on vocabulary structure. The results of Experiment 1 (...)
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  40. added 2016-11-23
    Anna M. Woollams, Matthew A. Lambon Ralph, Gaston Madrid & Karalyn E. Patterson (2016). Do You Read How I Read? Systematic Individual Differences in Semantic Reliance Amongst Normal Readers. Frontiers in Psychology 7.
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  41. added 2016-11-23
    Ralph M. Barnes, Stephanie J. Tobin, Heather M. Johnston, Noah MacKenzie & Chelsea M. Taglang (2016). Replication Rate, Framing, and Format Affect Attitudes and Decisions About Science Claims. Frontiers in Psychology 7.
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  42. added 2016-11-23
    Marcin Zajenkowski, Maciej Stolarski, Joanna Witowska, Oliwia Maciantowicz & Paweł Łowicki (2016). Fluid Intelligence as a Mediator of the Relationship Between Executive Control and Balanced Time Perspective. Frontiers in Psychology 7.
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  43. added 2016-11-23
    Christian Balkenius & Peter Gärdenfors (2016). Spaces in the Brain: From Neurons to Meanings. Frontiers in Psychology 7.
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  44. added 2016-11-23
    Sebastian Wallot, Andreas Roepstorff & Dan Mønster (2016). Multidimensional Recurrence Quantification Analysis for the Analysis of Multidimensional Time-Series: A Software Implementation in MATLAB and Its Application to Group-Level Data in Joint Action. Frontiers in Psychology 7.
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  45. added 2016-11-22
    Tom Stafford & Erwin Haasnoot (2016). Testing Sleep Consolidation in Skill Learning: A Field Study Using an Online Game. Topics in Cognitive Science 8 (4).
    Using an observational sample of players of a simple online game, we are able to trace the development of skill in that game. Information on playing time, and player location, allows us to estimate time of day during which practice took place. We compare those whose breaks in practice probably contained a night's sleep and those whose breaks in practice probably did not contain a night's sleep. Our analysis confirms experimental evidence showing a benefit of spacing for skill learning, but (...)
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  46. added 2016-11-22
    Walter R. Boot, Anna Sumner, Tyler J. Towne, Paola Rodriguez & K. Anders Ericsson (2016). Applying Aspects of the Expert Performance Approach to Better Understand the Structure of Skill and Mechanisms of Skill Acquisition in Video Games. Topics in Cognitive Science 8 (4).
    Video games are ideal platforms for the study of skill acquisition for a variety of reasons. However, our understanding of the development of skill and the cognitive representations that support skilled performance can be limited by a focus on game scores. We present an alternative approach to the study of skill acquisition in video games based on the tools of the Expert Performance Approach. Our investigation was motivated by a detailed analysis of the behaviors responsible for the superior performance of (...)
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  47. added 2016-11-22
    Han L. J. Maas & Enkhbold Nyamsuren (2016). Cognitive Analysis of Educational Games: The Number Game. Topics in Cognitive Science 8 (4).
    We analyze the cognitive strategies underlying performance in the Number task, a Math game that requires both arithmetic fluency and mathematical creativity. In this game all elements in a set of numbers have to be used precisely once to create a target number with basic arithmetic operations. We argue that some instances of this game are NP complete, by showing its relation to the well-known Partition problem. We propose heuristics based on the distinction in forward and backward reasoning. The Number (...)
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  48. added 2016-11-21
    Steven James Bartlett (1978). Protocol Analysis in Creative Problem-Solving. Journal of Creative Behavior 12 (3):181-192.
    The use of protocol analysis in the traning of cognitive skills.
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  49. added 2016-11-19
    Jacob Beck (2017). Can Bootstrapping Explain Concept Learning? Cognition 158:110–121.
    Susan Carey's account of Quinean bootstrapping has been heavily criticized. While it purports to explain how important new concepts are learned, many commentators complain that it is unclear just what bootstrapping is supposed to be or how it is supposed to work. Others allege that bootstrapping falls prey to the circularity challenge: it cannot explain how new concepts are learned without presupposing that learners already have those very concepts. Drawing on discussions of concept learning from the philosophical literature, this article (...)
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  50. added 2016-11-18
    Meredith Meyer, Susan A. Gelman, Steven O. Roberts & Sarah‐Jane Leslie (2016). My Heart Made Me Do It: Children's Essentialist Beliefs About Heart Transplants. Cognitive Science 40 (8).
    Psychological essentialism is a folk theory characterized by the belief that a causal internal essence or force gives rise to the common outward behaviors or attributes of a category's members. In two studies, we investigated whether 4- to 7-year-old children evidenced essentialist reasoning about heart transplants by asking them to predict whether trading hearts with an individual would cause them to take on the donor's attributes. Control conditions asked children to consider the effects of trading money with an individual. Results (...)
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