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  1. Contingency learning and unlearning in the blink of an eye: A resource dependent process.James R. Schmidt, Jan De Houwer & Derek Besner - 2010 - Consciousness and Cognition 19 (1):235-250.
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  • Learning, awareness, and instruction: Subjective contingency awareness does matter in the colour-word contingency learning paradigm.James R. Schmidt & Jan De Houwer - 2012 - Consciousness and Cognition 21 (4):1754-1768.
    In three experiments, each of a set colour-unrelated distracting words was presented most often in a particular target print colour . In Experiment 1, half of the participants were told the word-colour contingencies in advance and half were not . The instructed group showed a larger learning effect. This instruction effect was fully explained by increases in subjective awareness with instruction. In Experiment 2, contingency instructions were again given, but no contingencies were actually present. Although many participants claimed to be (...)
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  • Contingency learning and unlearning in the blink of an eye: A resource dependent process.James R. Schmidt, Jan Houweder & Derek Besner - 2010 - Consciousness and Cognition 19 (1):235-250.
    Recent studies show that when words are correlated with the colours they are printed in , colour identification is faster when the word is presented in its correlated colour than in an uncorrelated colour . The present series of experiments explored the possible mechanisms involved in this colour-word contingency learning effect. Experiment 1 demonstrated that the effect is already present after 18 learning trials. During subsequent unlearning, the effect extinguished equally rapidly. Two reanalyses of data from Schmidt, Crump, Cheesman, and (...)
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  • Prompting teaching modulates children's encoding of novel information by facilitating higher-level structure learning and hindering lower-level statistical learning.Hanna Marno, Róbert Danyi, Teodóra Vékony, Karolina Janacsek & Dezső Németh - 2021 - Cognition 213 (C):104784.
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  • Dynamic development of intuitions and explicit knowledge during implicit learning.Adam B. Weinberger & Adam E. Green - 2022 - Cognition 222 (C):105008.
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  • Not All Words Are Equally Acquired: Transitional Probabilities and Instructions Affect the Electrophysiological Correlates of Statistical Learning.Ana Paula Soares, Francisco-Javier Gutiérrez-Domínguez, Margarida Vasconcelos, Helena M. Oliveira, David Tomé & Luis Jiménez - 2020 - Frontiers in Human Neuroscience 14.
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  • Evidence of stable individual differences in implicit learning.Priya B. Kalra, John D. E. Gabrieli & Amy S. Finn - 2019 - Cognition 190 (C):199-211.
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  • Deconstructing Procedural Memory: Different Learning Trajectories and Consolidation of Sequence and Statistical Learning.Peter Simor, Zsofia Zavecz, Kata Horváth, Noémi Éltető, Csenge Török, Orsolya Pesthy, Ferenc Gombos, Karolina Janacsek & Dezso Nemeth - 2019 - Frontiers in Psychology 9.
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  • Probabilistic Motor Sequence Yields Greater Offline and Less Online Learning than Fixed Sequence.Yue Du, Shikha Prashad, Ilana Schoenbrun & Jane E. Clark - 2016 - Frontiers in Human Neuroscience 10.
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  • Neurocognitive mechanisms of statistical-sequential learning: what do event-related potentials tell us?Jerome Daltrozzo & Christopher M. Conway - 2014 - Frontiers in Human Neuroscience 8.
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  • Explicit pre-training instruction does not improve implicit perceptual-motor sequence learning.Daniel J. Sanchez & Paul J. Reber - 2013 - Cognition 126 (3):341-351.
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