Deferred Feedback Sharply Dissociates Implicit and Explicit Category Learning

Autor:	Smith, J. David, Boomer, Joseph, Zakrzewski, Alexandria C., Roeder, Jessica L., Church, Barbara A., Ashby, F. Gregory
Zdroj:	Psychological Science, 2014 Feb 01. 25(2), 447-457.
Databáze:	JSTOR Journals
Externí odkaz:	http://www.jstor.org/stable/24539818 Zobrazit plný text záznamu