Advanced Search
Display options
Filter resources
Text Availability
Article type
Publication date
Species
Language
Sex
Age
Showing 1 to 12 of 36 entries
Sorted by: Best Match Show Resources per page
Assessing the Approximate Number System: no relation between numerical comparison and estimation tasks.

Psychological research

Guillaume M, Gevers W, Content A.
PMID: 25742706
Psychol Res. 2016 Mar;80(2):248-58. doi: 10.1007/s00426-015-0657-x. Epub 2015 Mar 06.

Whether our general numerical skills and the mathematical knowledge that we acquire at school are entwined is a debated issue, which many researchers are still striving to investigate. The findings reported in the literature are actually inconsistent; some studies...

Cite
Guillaume M, Gevers W, Content A. Assessing the Approximate Number System: no relation between numerical comparison and estimation tasks. Psychol Res. 2015;80(2):248-58doi: 10.1007/s00426-015-0657-x.
Guillaume, M., Gevers, W., & Content, A. (2016). Assessing the Approximate Number System: no relation between numerical comparison and estimation tasks. Psychological research, 80(2), 248-58. https://doi.org/10.1007/s00426-015-0657-x
Guillaume, Mathieu, et al. "Assessing the Approximate Number System: no relation between numerical comparison and estimation tasks." Psychological research vol. 80,2 (2016): 248-58. doi: https://doi.org/10.1007/s00426-015-0657-x
Guillaume M, Gevers W, Content A. Assessing the Approximate Number System: no relation between numerical comparison and estimation tasks. Psychol Res. 2016 Mar;80(2):248-58. doi: 10.1007/s00426-015-0657-x. Epub 2015 Mar 06. PMID: 25742706.
Copy Download .nbib Format: NLM
Causal learning and inference as a rational process: the new synthesis.

Annual review of psychology

Holyoak KJ, Cheng PW.
PMID: 21126179
Annu Rev Psychol. 2011;62:135-63. doi: 10.1146/annurev.psych.121208.131634.

Over the past decade, an active line of research within the field of human causal learning and inference has converged on a general representational framework: causal models integrated with bayesian probabilistic inference. We describe this new synthesis, which views...

Cite
Holyoak KJ, Cheng PW. Causal learning and inference as a rational process: the new synthesis. Annu Rev Psychol. 2011;62:135-63doi: 10.1146/annurev.psych.121208.131634.
Holyoak, K. J., & Cheng, P. W. (2011). Causal learning and inference as a rational process: the new synthesis. Annual review of psychology, 62135-63. https://doi.org/10.1146/annurev.psych.121208.131634
Holyoak, Keith J, and Cheng, Patricia W. "Causal learning and inference as a rational process: the new synthesis." Annual review of psychology vol. 62 (2011): 135-63. doi: https://doi.org/10.1146/annurev.psych.121208.131634
Holyoak KJ, Cheng PW. Causal learning and inference as a rational process: the new synthesis. Annu Rev Psychol. 2011;62:135-63. doi: 10.1146/annurev.psych.121208.131634. PMID: 21126179.
Copy Download .nbib Format: NLM
Solving a Problem by Insight: A Neuropsychological Approach.

The Neurodiagnostic journal

Slayden JA.
PMID: 30257171
Neurodiagn J. 2018;58(3):154-163. doi: 10.1080/21646821.2018.1489620.

Have you ever had a question in your mind that you want to know the answer to? Or found yourself in an unusual predicament, with no apparent solution before you? These days, most of the time you can just...

Cite
Slayden JA. Solving a Problem by Insight: A Neuropsychological Approach. Neurodiagn J. 2018;58(3):154-163doi: 10.1080/21646821.2018.1489620.
Slayden, J. A. (2018). Solving a Problem by Insight: A Neuropsychological Approach. The Neurodiagnostic journal, 58(3), 154-163. https://doi.org/10.1080/21646821.2018.1489620
Slayden, John A. "Solving a Problem by Insight: A Neuropsychological Approach." The Neurodiagnostic journal vol. 58,3 (2018): 154-163. doi: https://doi.org/10.1080/21646821.2018.1489620
Slayden JA. Solving a Problem by Insight: A Neuropsychological Approach. Neurodiagn J. 2018;58(3):154-163. doi: 10.1080/21646821.2018.1489620. PMID: 30257171.
Copy Download .nbib Format: NLM
Web-based Assessment of Social-Emotional Skills in School-Aged Youth with Autism Spectrum Disorder.

Autism research : official journal of the International Society for Autism Research

Russo-Ponsaran NM, Lerner MD, McKown C, Weber RJ, Karls A, Kang E, Sommer SL.
PMID: 31081292
Autism Res. 2019 Aug;12(8):1260-1271. doi: 10.1002/aur.2123. Epub 2019 May 12.

Few tools are available to comprehensively describe the unique social-emotional skill profiles of youth with autism spectrum disorder (ASD). The present study describes the usability, reliability, and validity of SELweb, a normed, web-based assessment designed to measure four core...

Cite
Russo-Ponsaran NM, Lerner MD, McKown C, et al. Web-based Assessment of Social-Emotional Skills in School-Aged Youth with Autism Spectrum Disorder. Autism Res. 2019;12(8):1260-1271doi: 10.1002/aur.2123.
Russo-Ponsaran, N. M., Lerner, M. D., McKown, C., Weber, R. J., Karls, A., Kang, E., & Sommer, S. L. (2019). Web-based Assessment of Social-Emotional Skills in School-Aged Youth with Autism Spectrum Disorder. Autism research : official journal of the International Society for Autism Research, 12(8), 1260-1271. https://doi.org/10.1002/aur.2123
Russo-Ponsaran, Nicole M, et al. "Web-based Assessment of Social-Emotional Skills in School-Aged Youth with Autism Spectrum Disorder." Autism research : official journal of the International Society for Autism Research vol. 12,8 (2019): 1260-1271. doi: https://doi.org/10.1002/aur.2123
Russo-Ponsaran NM, Lerner MD, McKown C, Weber RJ, Karls A, Kang E, Sommer SL. Web-based Assessment of Social-Emotional Skills in School-Aged Youth with Autism Spectrum Disorder. Autism Res. 2019 Aug;12(8):1260-1271. doi: 10.1002/aur.2123. Epub 2019 May 12. PMID: 31081292.
Copy Download .nbib Format: NLM
Collaborative reasoning in the context of group competition.

PloS one

Domberg A, Tomasello M, Köymen B.
PMID: 33544768
PLoS One. 2021 Feb 05;16(2):e0246589. doi: 10.1371/journal.pone.0246589. eCollection 2021.

A key skill in collaborative problem-solving is to communicate and evaluate reasons for proposals to arrive at the decision benefiting all group members. Although it is well-documented that collaborative contexts facilitate young children's reasoning, less is known about whether...

Cite
Domberg A, Tomasello M, Köymen B. Collaborative reasoning in the context of group competition. PLoS One. 2021;16(2):e0246589doi: 10.1371/journal.pone.0246589.
Domberg, A., Tomasello, M., & Köymen, B. (2021). Collaborative reasoning in the context of group competition. PloS one, 16(2), e0246589. https://doi.org/10.1371/journal.pone.0246589
Domberg, Andreas, et al. "Collaborative reasoning in the context of group competition." PloS one vol. 16,2 (2021): e0246589. doi: https://doi.org/10.1371/journal.pone.0246589
Domberg A, Tomasello M, Köymen B. Collaborative reasoning in the context of group competition. PLoS One. 2021 Feb 05;16(2):e0246589. doi: 10.1371/journal.pone.0246589. eCollection 2021. PMID: 33544768; PMCID: PMC7864449.
Copy Download .nbib Format: NLM
The world within: Children are sensitive to internal complexity cues.

Journal of experimental child psychology

Ahl RE, Amir D, Keil FC.
PMID: 32783914
J Exp Child Psychol. 2020 Dec;200:104932. doi: 10.1016/j.jecp.2020.104932. Epub 2020 Aug 09.

When reasoning about the mechanisms of complex entities, it is important to consider their internal parts. Previous research has shown that young children view "insides" as critical to how objects function. However, whether children hold specific expectations regarding complex...

Cite
Ahl RE, Amir D, Keil FC. The world within: Children are sensitive to internal complexity cues. J Exp Child Psychol. 2020;200:104932doi: 10.1016/j.jecp.2020.104932.
Ahl, R. E., Amir, D., & Keil, F. C. (2020). The world within: Children are sensitive to internal complexity cues. Journal of experimental child psychology, 200104932. https://doi.org/10.1016/j.jecp.2020.104932
Ahl, Richard E, et al. "The world within: Children are sensitive to internal complexity cues." Journal of experimental child psychology vol. 200 (2020): 104932. doi: https://doi.org/10.1016/j.jecp.2020.104932
Ahl RE, Amir D, Keil FC. The world within: Children are sensitive to internal complexity cues. J Exp Child Psychol. 2020 Dec;200:104932. doi: 10.1016/j.jecp.2020.104932. Epub 2020 Aug 09. PMID: 32783914.
Copy Download .nbib Format: NLM
Are there signature limits in early theory of mind?.

Journal of experimental child psychology

Fizke E, Butterfill S, van de Loo L, Reindl E, Rakoczy H.
PMID: 28623778
J Exp Child Psychol. 2017 Oct;162:209-224. doi: 10.1016/j.jecp.2017.05.005. Epub 2017 Jun 14.

Current theory-of-mind research faces the challenge of reconciling two sets of seemingly incompatible findings: Whereas children come to solve explicit verbal false belief (FB) tasks from around 4years of age, recent studies with various less explicit measures such as...

Cite
Fizke E, Butterfill S, van de Loo L, et al. Are there signature limits in early theory of mind?. J Exp Child Psychol. 2017;162:209-224doi: 10.1016/j.jecp.2017.05.005.
Fizke, E., Butterfill, S., van de Loo, L., Reindl, E., & Rakoczy, H. (2017). Are there signature limits in early theory of mind?. Journal of experimental child psychology, 162209-224. https://doi.org/10.1016/j.jecp.2017.05.005
Fizke, Ella, et al. "Are there signature limits in early theory of mind?." Journal of experimental child psychology vol. 162 (2017): 209-224. doi: https://doi.org/10.1016/j.jecp.2017.05.005
Fizke E, Butterfill S, van de Loo L, Reindl E, Rakoczy H. Are there signature limits in early theory of mind?. J Exp Child Psychol. 2017 Oct;162:209-224. doi: 10.1016/j.jecp.2017.05.005. Epub 2017 Jun 14. PMID: 28623778.
Copy Download .nbib Format: NLM
Clarifying the advantage of small samples: as it relates to statistical Wisdom and Cahan's (2010) normative intuitions.

Journal of experimental psychology. Learning, memory, and cognition

Fiedler K, Kareev Y.
PMID: 21728469
J Exp Psychol Learn Mem Cogn. 2011 Jul;37(4):1039-43. doi: 10.1037/a0023259.

On the basis of earlier findings, we (Fiedler & Kareev, 2006) presented a statistical decision model that explains the conditions under which small samples of information about choice alternatives inform more correct choices than large samples. Such a small-sample...

Cite
Fiedler K, Kareev Y. Clarifying the advantage of small samples: as it relates to statistical Wisdom and Cahan's (2010) normative intuitions. J Exp Psychol Learn Mem Cogn. 2011;37(4):1039-43doi: 10.1037/a0023259.
Fiedler, K., & Kareev, Y. (2011). Clarifying the advantage of small samples: as it relates to statistical Wisdom and Cahan's (2010) normative intuitions. Journal of experimental psychology. Learning, memory, and cognition, 37(4), 1039-43. https://doi.org/10.1037/a0023259
Fiedler, Klaus, and Kareev, Yaakov. "Clarifying the advantage of small samples: as it relates to statistical Wisdom and Cahan's (2010) normative intuitions." Journal of experimental psychology. Learning, memory, and cognition vol. 37,4 (2011): 1039-43. doi: https://doi.org/10.1037/a0023259
Fiedler K, Kareev Y. Clarifying the advantage of small samples: as it relates to statistical Wisdom and Cahan's (2010) normative intuitions. J Exp Psychol Learn Mem Cogn. 2011 Jul;37(4):1039-43. doi: 10.1037/a0023259. PMID: 21728469.
Copy Download .nbib Format: NLM
Young Children's Ability to Produce Valid and Relevant Counter-Arguments.

Child development

Köymen B, O'Madagain C, Domberg A, Tomasello M.
PMID: 31729752
Child Dev. 2020 May;91(3):685-693. doi: 10.1111/cdev.13338. Epub 2019 Nov 15.

In collaborative problem solving, children produce and evaluate arguments for proposals. We investigated whether 3- and 5-year-olds (N = 192) can produce and evaluate arguments against those arguments (i.e., counter-arguments). In Study 1, each child within a peer dyad...

Cite
Köymen B, O'Madagain C, Domberg A, et al. Young Children's Ability to Produce Valid and Relevant Counter-Arguments. Child Dev. 2019;91(3):685-693doi: 10.1111/cdev.13338.
Köymen, B., O'Madagain, C., Domberg, A., & Tomasello, M. (2020). Young Children's Ability to Produce Valid and Relevant Counter-Arguments. Child development, 91(3), 685-693. https://doi.org/10.1111/cdev.13338
Köymen, Bahar, et al. "Young Children's Ability to Produce Valid and Relevant Counter-Arguments." Child development vol. 91,3 (2020): 685-693. doi: https://doi.org/10.1111/cdev.13338
Köymen B, O'Madagain C, Domberg A, Tomasello M. Young Children's Ability to Produce Valid and Relevant Counter-Arguments. Child Dev. 2020 May;91(3):685-693. doi: 10.1111/cdev.13338. Epub 2019 Nov 15. PMID: 31729752.
Copy Download .nbib Format: NLM
Transportability of equivalence-based programmed instruction: efficacy and efficiency in a college classroom.

Journal of applied behavior analysis

Fienup DM, Critchfield TS.
PMID: 21941377
J Appl Behav Anal. 2011;44(3):435-50. doi: 10.1901/jaba.2011.44-435.

College students in a psychology research-methods course learned concepts related to inferential statistics and hypothesis decision making. One group received equivalence-based instruction on conditional discriminations that were expected to promote the emergence of many untaught, academically useful abilities (i.e.,...

Cite
Fienup DM, Critchfield TS. Transportability of equivalence-based programmed instruction: efficacy and efficiency in a college classroom. J Appl Behav Anal. 2011;44(3):435-50doi: 10.1901/jaba.2011.44-435.
Fienup, D. M., & Critchfield, T. S. (2011). Transportability of equivalence-based programmed instruction: efficacy and efficiency in a college classroom. Journal of applied behavior analysis, 44(3), 435-50. https://doi.org/10.1901/jaba.2011.44-435
Fienup, Daniel M, and Critchfield, Thomas S. "Transportability of equivalence-based programmed instruction: efficacy and efficiency in a college classroom." Journal of applied behavior analysis vol. 44,3 (2011): 435-50. doi: https://doi.org/10.1901/jaba.2011.44-435
Fienup DM, Critchfield TS. Transportability of equivalence-based programmed instruction: efficacy and efficiency in a college classroom. J Appl Behav Anal. 2011;44(3):435-50. doi: 10.1901/jaba.2011.44-435. PMID: 21941377; PMCID: PMC3177328.
Copy Download .nbib Format: NLM
Interpersonal Problem-Solving Skills, Executive Function and Learning Potential in Preadolescents with High/Low Family Risk.

The Spanish journal of psychology

Mata S, Gómez-Pérez MM, Molinero C, Calero MD.
PMID: 29081333
Span J Psychol. 2017 Oct 30;20:E56. doi: 10.1017/sjp.2017.54.

Situations generated by high family risk have a negative effect on personal development, especially during preadolescence. Growing up in the presence of risk factors can lead to negative consequences on mental health or on school performance. The objective of...

Cite
Mata S, Gómez-Pérez MM, Molinero C, et al. Interpersonal Problem-Solving Skills, Executive Function and Learning Potential in Preadolescents with High/Low Family Risk. Span J Psychol. 2017;20:E56doi: 10.1017/sjp.2017.54.
Mata, S., Gómez-Pérez, M. M., Molinero, C., & Calero, M. D. (2017). Interpersonal Problem-Solving Skills, Executive Function and Learning Potential in Preadolescents with High/Low Family Risk. The Spanish journal of psychology, 20E56. https://doi.org/10.1017/sjp.2017.54
Mata, Sara, et al. "Interpersonal Problem-Solving Skills, Executive Function and Learning Potential in Preadolescents with High/Low Family Risk." The Spanish journal of psychology vol. 20 (2017): E56. doi: https://doi.org/10.1017/sjp.2017.54
Mata S, Gómez-Pérez MM, Molinero C, Calero MD. Interpersonal Problem-Solving Skills, Executive Function and Learning Potential in Preadolescents with High/Low Family Risk. Span J Psychol. 2017 Oct 30;20:E56. doi: 10.1017/sjp.2017.54. PMID: 29081333.
Copy Download .nbib Format: NLM
Embedding a longitudinal diagnostic reasoning curriculum in a residency program using a bolus/booster approach.

Diagnosis (Berlin, Germany)

Harris KI, Rowat JS, Suneja M.
PMID: 31352429
Diagnosis (Berl). 2020 Jan 28;7(1):21-25. doi: 10.1515/dx-2019-0023.

Background Diagnostic reasoning skills are essential to the practice of medicine, yet longitudinal curricula to teach residents and evaluate performance in this area is lacking. We describe a longitudinal diagnostic reasoning curriculum implemented in a university-based internal medicine residency...

Cite
Harris KI, Rowat JS, Suneja M. Embedding a longitudinal diagnostic reasoning curriculum in a residency program using a bolus/booster approach. Diagnosis (Berl). 2020;7(1):21-25doi: 10.1515/dx-2019-0023.
Harris, K. I., Rowat, J. S., & Suneja, M. (2020). Embedding a longitudinal diagnostic reasoning curriculum in a residency program using a bolus/booster approach. Diagnosis (Berlin, Germany), 7(1), 21-25. https://doi.org/10.1515/dx-2019-0023
Harris, Katherine I, et al. "Embedding a longitudinal diagnostic reasoning curriculum in a residency program using a bolus/booster approach." Diagnosis (Berlin, Germany) vol. 7,1 (2020): 21-25. doi: https://doi.org/10.1515/dx-2019-0023
Harris KI, Rowat JS, Suneja M. Embedding a longitudinal diagnostic reasoning curriculum in a residency program using a bolus/booster approach. Diagnosis (Berl). 2020 Jan 28;7(1):21-25. doi: 10.1515/dx-2019-0023. PMID: 31352429.
Copy Download .nbib Format: NLM
Showing 1 to 12 of 36 entries