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Human infants' learning of social structures: the case of dominance hierarchy.

Psychological science

Mascaro O, Csibra G.
PMID: 24220623
Psychol Sci. 2014 Jan;25(1):250-5. doi: 10.1177/0956797613500509. Epub 2013 Nov 12.

We tested 15-month-olds' capacity to represent social-dominance hierarchies with more than two agents. Our results showed that infants found it harder to memorize dominance relations that were presented in an order that hindered the incremental formation of a single...

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Mascaro O, Csibra G. Human infants' learning of social structures: the case of dominance hierarchy. Psychol Sci. 2013;25(1):250-5doi: 10.1177/0956797613500509.
Mascaro, O., & Csibra, G. (2014). Human infants' learning of social structures: the case of dominance hierarchy. Psychological science, 25(1), 250-5. https://doi.org/10.1177/0956797613500509
Mascaro, Olivier, and Csibra, Gergely. "Human infants' learning of social structures: the case of dominance hierarchy." Psychological science vol. 25,1 (2014): 250-5. doi: https://doi.org/10.1177/0956797613500509
Mascaro O, Csibra G. Human infants' learning of social structures: the case of dominance hierarchy. Psychol Sci. 2014 Jan;25(1):250-5. doi: 10.1177/0956797613500509. Epub 2013 Nov 12. PMID: 24220623; PMCID: PMC4641315.
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Student learning: what has instruction got to do with it?.

Annual review of psychology

Lee HS, Anderson JR.
PMID: 22804771
Annu Rev Psychol. 2013;64:445-69. doi: 10.1146/annurev-psych-113011-143833. Epub 2012 Jul 12.

A seemingly unending controversy in the field of instruction science concerns how much instructional guidance needs to be provided in a learning environment. At the one extreme lies the claim that it is important for students to explore and...

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Lee HS, Anderson JR. Student learning: what has instruction got to do with it?. Annu Rev Psychol. 2012;64:445-69doi: 10.1146/annurev-psych-113011-143833.
Lee, H. S., & Anderson, J. R. (2013). Student learning: what has instruction got to do with it?. Annual review of psychology, 64445-69. https://doi.org/10.1146/annurev-psych-113011-143833
Lee, Hee Seung, and Anderson, John R. "Student learning: what has instruction got to do with it?." Annual review of psychology vol. 64 (2013): 445-69. doi: https://doi.org/10.1146/annurev-psych-113011-143833
Lee HS, Anderson JR. Student learning: what has instruction got to do with it?. Annu Rev Psychol. 2013;64:445-69. doi: 10.1146/annurev-psych-113011-143833. Epub 2012 Jul 12. PMID: 22804771.
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Spatial visualization ability and laparoscopic skills in novice learners: evaluating stereoscopic versus monoscopic visualizations.

Anatomical sciences education

Roach VA, Mistry MR, Wilson TD.
PMID: 24136843
Anat Sci Educ. 2014 Jul-Aug;7(4):295-301. doi: 10.1002/ase.1412. Epub 2013 Oct 17.

Elevated spatial visualization ability (Vz) is thought to influence surgical skill acquisition and performance. Current research suggests that stereo visualization technology and its association with skill performance may confer perceptual advantages. This is of particular interest in laparoscopic skill...

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Roach VA, Mistry MR, Wilson TD. Spatial visualization ability and laparoscopic skills in novice learners: evaluating stereoscopic versus monoscopic visualizations. Anat Sci Educ. 2013;7(4):295-301doi: 10.1002/ase.1412.
Roach, V. A., Mistry, M. R., & Wilson, T. D. (2014). Spatial visualization ability and laparoscopic skills in novice learners: evaluating stereoscopic versus monoscopic visualizations. Anatomical sciences education, 7(4), 295-301. https://doi.org/10.1002/ase.1412
Roach, Victoria A, et al. "Spatial visualization ability and laparoscopic skills in novice learners: evaluating stereoscopic versus monoscopic visualizations." Anatomical sciences education vol. 7,4 (2014): 295-301. doi: https://doi.org/10.1002/ase.1412
Roach VA, Mistry MR, Wilson TD. Spatial visualization ability and laparoscopic skills in novice learners: evaluating stereoscopic versus monoscopic visualizations. Anat Sci Educ. 2014 Jul-Aug;7(4):295-301. doi: 10.1002/ase.1412. Epub 2013 Oct 17. PMID: 24136843.
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A free-choice premium in the basal ganglia.

Trends in cognitive sciences

Niv Y, Langdon A, Radulescu A.
PMID: 25282675
Trends Cogn Sci. 2015 Jan;19(1):4-5. doi: 10.1016/j.tics.2014.09.005. Epub 2014 Oct 02.

Apparently, the act of free choice confers value: when selecting between an item that you had previously chosen and an identical item that you had been forced to take, the former is often preferred. What could be the neural...

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Niv Y, Langdon A, Radulescu A. A free-choice premium in the basal ganglia. Trends Cogn Sci. 2014;19(1):4-5doi: 10.1016/j.tics.2014.09.005.
Niv, Y., Langdon, A., & Radulescu, A. (2015). A free-choice premium in the basal ganglia. Trends in cognitive sciences, 19(1), 4-5. https://doi.org/10.1016/j.tics.2014.09.005
Niv, Yael, et al. "A free-choice premium in the basal ganglia." Trends in cognitive sciences vol. 19,1 (2015): 4-5. doi: https://doi.org/10.1016/j.tics.2014.09.005
Niv Y, Langdon A, Radulescu A. A free-choice premium in the basal ganglia. Trends Cogn Sci. 2015 Jan;19(1):4-5. doi: 10.1016/j.tics.2014.09.005. Epub 2014 Oct 02. PMID: 25282675.
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How learning style and personality type can affect performance.

The Health care supervisor

Huston JL, Huston TL.
PMID: 10142541
Health Care Superv. 1995 Jun;13(4):38-45.

Many factors can influence the performance of allied health professionals in the academic arena and working environment. This study looked at how learning style and personality type influenced the performance of medical transcription students in both routine and creative...

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Huston JL, Huston TL. How learning style and personality type can affect performance. Health Care Superv. 1995;13(4):38-45
Huston, J. L., & Huston, T. L. (1995). How learning style and personality type can affect performance. The Health care supervisor, 13(4), 38-45.
Huston, J L, and Huston, T L. "How learning style and personality type can affect performance." The Health care supervisor vol. 13,4 (1995): 38-45.
Huston JL, Huston TL. How learning style and personality type can affect performance. Health Care Superv. 1995 Jun;13(4):38-45. PMID: 10142541.
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Understanding arithmetic concepts: The role of domain-specific and domain-general skills.

PloS one

Gilmore C, Clayton S, Cragg L, McKeaveney C, Simms V, Johnson S.
PMID: 30252852
PLoS One. 2018 Sep 25;13(9):e0201724. doi: 10.1371/journal.pone.0201724. eCollection 2018.

A large body of research has identified cognitive skills associated with overall mathematics achievement, focusing primarily on identifying associates of procedural skills. Conceptual understanding, however, has received less attention, despite its importance for the development of mathematics proficiency. Consequently,...

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Gilmore C, Clayton S, Cragg L, et al. Understanding arithmetic concepts: The role of domain-specific and domain-general skills. PLoS One. 2018;13(9):e0201724doi: 10.1371/journal.pone.0201724.
Gilmore, C., Clayton, S., Cragg, L., McKeaveney, C., Simms, V., & Johnson, S. (2018). Understanding arithmetic concepts: The role of domain-specific and domain-general skills. PloS one, 13(9), e0201724. https://doi.org/10.1371/journal.pone.0201724
Gilmore, Camilla, et al. "Understanding arithmetic concepts: The role of domain-specific and domain-general skills." PloS one vol. 13,9 (2018): e0201724. doi: https://doi.org/10.1371/journal.pone.0201724
Gilmore C, Clayton S, Cragg L, McKeaveney C, Simms V, Johnson S. Understanding arithmetic concepts: The role of domain-specific and domain-general skills. PLoS One. 2018 Sep 25;13(9):e0201724. doi: 10.1371/journal.pone.0201724. eCollection 2018. PMID: 30252852; PMCID: PMC6155447.
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Learning science as a potential new source of understanding and improvement for continuing education and continuing professional development.

Medical teacher

Van Hoof TJ, Doyle TJ.
PMID: 29334306
Med Teach. 2018 Sep;40(9):880-885. doi: 10.1080/0142159X.2018.1425546. Epub 2018 Jan 15.

Learning science is an emerging interdisciplinary field that offers educators key insights about what happens in the brain when learning occurs. In addition to explanations about the learning process, which includes memory and involves different parts of the brain,...

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Van Hoof TJ, Doyle TJ. Learning science as a potential new source of understanding and improvement for continuing education and continuing professional development. Med Teach. 2018;40(9):880-885doi: 10.1080/0142159X.2018.1425546.
Van Hoof, T. J., & Doyle, T. J. (2018). Learning science as a potential new source of understanding and improvement for continuing education and continuing professional development. Medical teacher, 40(9), 880-885. https://doi.org/10.1080/0142159X.2018.1425546
Van Hoof, Thomas J, and Doyle, Terrence J. "Learning science as a potential new source of understanding and improvement for continuing education and continuing professional development." Medical teacher vol. 40,9 (2018): 880-885. doi: https://doi.org/10.1080/0142159X.2018.1425546
Van Hoof TJ, Doyle TJ. Learning science as a potential new source of understanding and improvement for continuing education and continuing professional development. Med Teach. 2018 Sep;40(9):880-885. doi: 10.1080/0142159X.2018.1425546. Epub 2018 Jan 15. PMID: 29334306.
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Children's success at detecting circular explanations and their interest in future learning.

Psychonomic bulletin & review

Mills CM, Danovitch JH, Rowles SP, Campbell IL.
PMID: 28176292
Psychon Bull Rev. 2017 Oct;24(5):1465-1477. doi: 10.3758/s13423-016-1195-2.

These studies explore elementary-school-aged children's ability to evaluate circular explanations and whether they respond to receiving weak explanations by expressing interest in additional learning. In the first study, 6-, 8-, and 10-year-olds (n = 53) heard why questions about...

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Mills CM, Danovitch JH, Rowles SP, et al. Children's success at detecting circular explanations and their interest in future learning. Psychon Bull Rev. 2017;24(5):1465-1477doi: 10.3758/s13423-016-1195-2.
Mills, C. M., Danovitch, J. H., Rowles, S. P., & Campbell, I. L. (2017). Children's success at detecting circular explanations and their interest in future learning. Psychonomic bulletin & review, 24(5), 1465-1477. https://doi.org/10.3758/s13423-016-1195-2
Mills, Candice M, et al. "Children's success at detecting circular explanations and their interest in future learning." Psychonomic bulletin & review vol. 24,5 (2017): 1465-1477. doi: https://doi.org/10.3758/s13423-016-1195-2
Mills CM, Danovitch JH, Rowles SP, Campbell IL. Children's success at detecting circular explanations and their interest in future learning. Psychon Bull Rev. 2017 Oct;24(5):1465-1477. doi: 10.3758/s13423-016-1195-2. PMID: 28176292; PMCID: PMC5643350.
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We Stand on the Shoulders of Our Teachers … So that We Can See Further ….

Neurology India

Chandra PS.
PMID: 31512615
Neurol India. 2019 Jul-Aug;67(4):964-965. doi: 10.4103/0028-3886.266286.

No abstract available.

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Chandra PS. We Stand on the Shoulders of Our Teachers … So that We Can See Further …. Neurol India. 2019;67(4):964-965doi: 10.4103/0028-3886.266286.
Chandra, P. S. (2019). We Stand on the Shoulders of Our Teachers … So that We Can See Further …. Neurology India, 67(4), 964-965. https://doi.org/10.4103/0028-3886.266286
Chandra, P Sarat. "We Stand on the Shoulders of Our Teachers … So that We Can See Further …." Neurology India vol. 67,4 (2019): 964-965. doi: https://doi.org/10.4103/0028-3886.266286
Chandra PS. We Stand on the Shoulders of Our Teachers … So that We Can See Further …. Neurol India. 2019 Jul-Aug;67(4):964-965. doi: 10.4103/0028-3886.266286. PMID: 31512615.
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Sufficiency and Necessity Assumptions in Causal Structure Induction.

Cognitive science

Mayrhofer R, Waldmann MR.
PMID: 26522238
Cogn Sci. 2016 Nov;40(8):2137-2150. doi: 10.1111/cogs.12318. Epub 2015 Nov 02.

Research on human causal induction has shown that people have general prior assumptions about causal strength and about how causes interact with the background. We propose that these prior assumptions about the parameters of causal systems do not only...

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Mayrhofer R, Waldmann MR. Sufficiency and Necessity Assumptions in Causal Structure Induction. Cogn Sci. 2015;40(8):2137-2150doi: 10.1111/cogs.12318.
Mayrhofer, R., & Waldmann, M. R. (2016). Sufficiency and Necessity Assumptions in Causal Structure Induction. Cognitive science, 40(8), 2137-2150. https://doi.org/10.1111/cogs.12318
Mayrhofer, Ralf, and Waldmann, Michael R. "Sufficiency and Necessity Assumptions in Causal Structure Induction." Cognitive science vol. 40,8 (2016): 2137-2150. doi: https://doi.org/10.1111/cogs.12318
Mayrhofer R, Waldmann MR. Sufficiency and Necessity Assumptions in Causal Structure Induction. Cogn Sci. 2016 Nov;40(8):2137-2150. doi: 10.1111/cogs.12318. Epub 2015 Nov 02. PMID: 26522238.
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Emotional Objectivity: Neural Representations of Emotions and Their Interaction with Cognition.

Annual review of psychology

Todd RM, Miskovic V, Chikazoe J, Anderson AK.
PMID: 31610131
Annu Rev Psychol. 2020 Jan 04;71:25-48. doi: 10.1146/annurev-psych-010419-051044. Epub 2019 Oct 14.

Recent advances in our understanding of information states in the human brain have opened a new window into the brain's representation of emotion. While emotion was once thought to constitute a separate domain from cognition, current evidence suggests that...

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Todd RM, Miskovic V, Chikazoe J, et al. Emotional Objectivity: Neural Representations of Emotions and Their Interaction with Cognition. Annu Rev Psychol. 2019;71:25-48doi: 10.1146/annurev-psych-010419-051044.
Todd, R. M., Miskovic, V., Chikazoe, J., & Anderson, A. K. (2020). Emotional Objectivity: Neural Representations of Emotions and Their Interaction with Cognition. Annual review of psychology, 7125-48. https://doi.org/10.1146/annurev-psych-010419-051044
Todd, Rebecca M, et al. "Emotional Objectivity: Neural Representations of Emotions and Their Interaction with Cognition." Annual review of psychology vol. 71 (2020): 25-48. doi: https://doi.org/10.1146/annurev-psych-010419-051044
Todd RM, Miskovic V, Chikazoe J, Anderson AK. Emotional Objectivity: Neural Representations of Emotions and Their Interaction with Cognition. Annu Rev Psychol. 2020 Jan 04;71:25-48. doi: 10.1146/annurev-psych-010419-051044. Epub 2019 Oct 14. PMID: 31610131.
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Using active pedagogies to advance learning for lifestyle medicine: an approach for medical students.

Advances in physiology education

Pasarica M, Kay D, Cameron R.
PMID: 30998102
Adv Physiol Educ. 2019 Jun 01;43(2):191-195. doi: 10.1152/advan.00195.2018.

No abstract available.

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Pasarica M, Kay D, Cameron R. Using active pedagogies to advance learning for lifestyle medicine: an approach for medical students. Adv Physiol Educ. 2019;43(2):191-195doi: 10.1152/advan.00195.2018.
Pasarica, M., Kay, D., & Cameron, R. (2019). Using active pedagogies to advance learning for lifestyle medicine: an approach for medical students. Advances in physiology education, 43(2), 191-195. https://doi.org/10.1152/advan.00195.2018
Pasarica, Magdalena, et al. "Using active pedagogies to advance learning for lifestyle medicine: an approach for medical students." Advances in physiology education vol. 43,2 (2019): 191-195. doi: https://doi.org/10.1152/advan.00195.2018
Pasarica M, Kay D, Cameron R. Using active pedagogies to advance learning for lifestyle medicine: an approach for medical students. Adv Physiol Educ. 2019 Jun 01;43(2):191-195. doi: 10.1152/advan.00195.2018. PMID: 30998102.
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Showing 13 to 24 of 156 entries