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Functional brain organization of working memory in adolescents varies in relation to family income and academic achievement

Developmental science, 2017-09, Vol.20 (5), p.n/a

2017

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Cognitive Skills, Student Achievement Tests, and Schools

Psychological science, 2014-03, Vol.25 (3), p.736-744

2014

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The curse of knowledge: First language knowledge impairs adult learners’ use of novel statistics for word segmentation

Cognition, 2008-08, Vol.108 (2), p.477-499

2008

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Dimensions of childhood adversity have distinct associations with neural systems underlying executive functioning

Development and psychopathology, 2017-12, Vol.29 (5), p.1777-1794

2017

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Associations between cortical thickness and reasoning differ by socioeconomic status in development

Developmental cognitive neuroscience, 2019-04, Vol.36, p.100641-100641, Article 100641

2019

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Directing Attention Shapes Learning in Adults but Not Children

Psychological science, 2024-08, p.9567976241263347

2024

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Working memory filtering continues to develop into late adolescence

Developmental cognitive neuroscience, 2016-04, Vol.18, p.78-88

2016

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Neither Enhanced Nor Lost: The Unique Role of Attention in Children's Neural Representations

The Journal of neuroscience, 2023-05, Vol.43 (21), p.3849-3859

2023

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Events structure information accessibility less in children than adults

Cognition, 2021-12, Vol.217, p.104878-104878, Article 104878

2021

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Attention Shifts to More Complex Structures With Experience

Psychological science, 2022-12, Vol.33 (12), p.2059-2072

2022

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Children automatically abstract categorical regularities during statistical learning

Developmental science, 2021-09, Vol.24 (5), p.e13072-n/a

2021

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Prefrontal and Hippocampal Structure Predict Statistical Learning Ability in Early Childhood

Journal of cognitive neuroscience, 2019-01, Vol.31 (1), p.126-137

2019

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Promise and Paradox: Measuring Students' Non-Cognitive Skills and the Impact of Schooling

Educational evaluation and policy analysis, 2016-03, Vol.38 (1), p.148-170

2016

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Neuroanatomical Correlates of the Income-Achievement Gap

Psychological science, 2015-06, Vol.26 (6), p.925-933

2015

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Why High School Grades Are Better Predictors of On-Time College Graduation Than Are Admissions Test Scores: The Roles of Self-Regulation and Cognitive Ability

American educational research journal, 2019-12, Vol.56 (6), p.2077-2115

2019

Volltextzugriff (PDF)

Superior learning in synesthetes: Consistent grapheme-color associations facilitate statistical learning

Cognition, 2019-05, Vol.186, p.72-81

2019

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Polygenic risk for depression and anterior and posterior hippocampal volume in children and adolescents

Journal of affective disorders, 2024-01, Vol.344, p.619-627

2024

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Longitudinal evidence for functional specialization of the neural circuit supporting working memory in the human brain

The Journal of neuroscience, 2010-08, Vol.30 (33), p.11062-11067

2010

Volltextzugriff (PDF)

Why Segmentation Matters: Experience-Driven Segmentation Errors Impair "Morpheme" Learning

Journal of experimental psychology. Learning, memory, and cognition, 2015-09, Vol.41 (5), p.1560-1569

2015

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Native-language N400 and P600 predict dissociable language-learning abilities in adults

Neuropsychologia, 2017-04, Vol.98, p.177-191

2017

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The Effect of Sonority on Word Segmentation: Evidence for the Use of a Phonological Universal

Cognitive science, 2012-05, Vol.36 (4), p.655-673

2012

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Learning language with the wrong neural scaffolding: the cost of neural commitment to sounds

Frontiers in systems neuroscience, 2013-01, Vol.7, p.85-85

2013

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A Behind-the-Scenes Guide to School-Based Research

Mind, brain and education, 2014-03, Vol.8 (1), p.15-20

2014

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Mind Wandering Can Be a Good Thing

Frontiers for young minds, 2024-03, Vol.12

2024

Volltextzugriff (PDF)

We don't learn from our mistakes: error-related arousal impairs subsequent memory formation

Journal of vision (Charlottesville, Va.), 2020-10, Vol.20 (11), p.524

2020

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Functional brain organization of working memory in adolescents varies in relation to family income and academic achievement

Cognitive Skills, Student Achievement Tests, and Schools

The curse of knowledge: First language knowledge impairs adult learners’ use of novel statistics for word segmentation

Dimensions of childhood adversity have distinct associations with neural systems underlying executive functioning

Associations between cortical thickness and reasoning differ by socioeconomic status in development

Directing Attention Shapes Learning in Adults but Not Children

Working memory filtering continues to develop into late adolescence

Neither Enhanced Nor Lost: The Unique Role of Attention in Children's Neural Representations

Events structure information accessibility less in children than adults

Attention Shifts to More Complex Structures With Experience

Children automatically abstract categorical regularities during statistical learning

Prefrontal and Hippocampal Structure Predict Statistical Learning Ability in Early Childhood

Promise and Paradox: Measuring Students' Non-Cognitive Skills and the Impact of Schooling

Neuroanatomical Correlates of the Income-Achievement Gap

Why High School Grades Are Better Predictors of On-Time College Graduation Than Are Admissions Test Scores: The Roles of Self-Regulation and Cognitive Ability

Superior learning in synesthetes: Consistent grapheme-color associations facilitate statistical learning

Polygenic risk for depression and anterior and posterior hippocampal volume in children and adolescents

Longitudinal evidence for functional specialization of the neural circuit supporting working memory in the human brain

Why Segmentation Matters: Experience-Driven Segmentation Errors Impair "Morpheme" Learning

Native-language N400 and P600 predict dissociable language-learning abilities in adults

The Effect of Sonority on Word Segmentation: Evidence for the Use of a Phonological Universal

Learning language with the wrong neural scaffolding: the cost of neural commitment to sounds

A Behind-the-Scenes Guide to School-Based Research

Mind Wandering Can Be a Good Thing

We don't learn from our mistakes: error-related arousal impairs subsequent memory formation

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