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                             16 results found
no title author magazine year volume issue page(s) type
1 Animacy and animate imagery improve retention in the method of loci among novice users Blunt, Janell R.

49 7 p. 1360-1369
article
2 Contrastive intonation effects on word recall for information-structural alternatives across the sexes Koch, Xaver

49 7 p. 1312-1333
article
3 Correction to: Prompt-facilitated learning: the development of unprompted memory integration and subsequent self-derivation Wilson, Julia T.

49 7 p. 1488-1489
article
4 Correction to: When statistics collide: The use of transitional and phonotactic probability cues to word boundaries Dal Ben, Rodrigo

49 7 p. 1311
article
5 Cumulative semantic cost without successful naming Navarrete, Eduardo

49 7 p. 1348-1359
article
6 Does morphological structure modulate access to embedded word meaning in child readers? Hasenäcker, Jana

49 7 p. 1334-1347
article
7 Interleaved practice benefits implicit sequence learning and transfer Schorn, Julia M.

49 7 p. 1436-1452
article
8 Metamemory for pictures of naturalistic scenes: Assessment of accuracy and cue utilization Undorf, Monika

49 7 p. 1405-1422
article
9 Processing cataphors: Active antecedent search is persistent Giskes, Anna

49 7 p. 1370-1386
article
10 Prompt-facilitated learning: The development of unprompted memory integration and subsequent self-derivation Wilson, Julia T

49 7 p. 1473-1487
article
11 Rhyme as resonance in poetry comprehension: An expert–novice study Lea, R. Brooke

49 7 p. 1285-1299
article
12 Selective memory disrupted in intra-modal dual-task encoding conditions Siegel, Alexander L. M.

49 7 p. 1453-1472
article
13 Testing the attention-distractibility trait Meier, Matt E.

49 7 p. 1490-1504
article
14 The role of prior-event retrieval in encoding changed event features Hermann, Mary M.

49 7 p. 1387-1404
article
15 When statistics collide: The use of transitional and phonotactic probability cues to word boundaries Dal Ben, Rodrigo

49 7 p. 1300-1310
article
16 Why do learners ignore expected feedback in making metacognitive decisions about retrieval practice? Toppino, Thomas C.

49 7 p. 1423-1435
article
                             16 results found
 
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