Zobrazeno 1 - 5
of 5
pro vyhledávání: '"Claire R Smid"'
Autor:
Keertana Ganesan, Claire R. Smid, Abigail Thompson, Elisa S. Buchberger, Joshua Spowage, Somya Iqbal, Harriet Phillips, Nikolaus Steinbeis
Publikováno v:
Journal of Cognition, Vol 6, Iss 1, Pp 50-50 (2023)
Childhood cognitive control is an important predictor for positive development, yet interventions seeking to improve it have provided mixed results. This is partly due to lack of clarity surrounding mechanisms of cognitive control, notably the role o
Externí odkaz:
https://doaj.org/article/28ffcc3a908946fbbf59d873846ad485
Autor:
Jiska Kentrop, Claire R. Smid, E. J. M. Achterberg, Marinus H. van IJzendoorn, Marian J. Bakermans-Kranenburg, Marian Joëls, Rixt van der Veen
Publikováno v:
Frontiers in Behavioral Neuroscience, Vol 12 (2018)
Early life context and stressful experiences are known to increase the risk of developing psychiatric disorders later in life, including disorders with deficits in the social domain. Our study aimed to investigate the influence of early life environm
Externí odkaz:
https://doaj.org/article/9da75c6de1174b9da89e742149bedfc2
Publikováno v:
Developmental Science. 26
Human decision-making is underpinned by distinct systems that differ in flexibility and associated cognitive cost. A widely accepted dichotomy distinguishes between a cheap but rigid model-free system and a flexible but costly model-based system. Typ
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::2785a4bfc13cde585773473dac9d4959
https://doi.org/10.1111/desc.13295
https://doi.org/10.1111/desc.13295
Publikováno v:
Current Directions in Psychological Science. 29:531-537
A long-standing question in the behavioral sciences is whether cognitive functions can be improved through dedicated training. It is uncontested that training programs can lead to near transfer, meaning increased performance on untrained tasks involv
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b60aa89219963a96031d0e1699d32e72
https://doi.org/10.1177/0963721420951599
https://doi.org/10.1177/0963721420951599
Autor:
Andrew Tolmie, Michael S.C. Thomas, Hannah Roslyne Wilkinson, Claire R Smid, Denis Mareschal, Emily K. Farran, Iroise Dumontheil, Sveta Mayer, Kaska Porayska-Pomsta, Derek Bell, Wayne Holmes, Su Morris
Publikováno v:
Journal of Cognitive Enhancement
Evidence from cognitive neuroscience suggests that learning counterintuitive concepts in mathematics and science requires inhibitory control (IC). This prevents interference from misleading perceptual cues and naïve theories children have built from
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::c74e640b26eb6cdd99e9629b6a200a8b
https://eprints.bbk.ac.uk/id/eprint/30355/1/30355.pdf
https://eprints.bbk.ac.uk/id/eprint/30355/1/30355.pdf
