(Q51988571)

https://www.ebi.ac.uk/europepmc/webservices/rest/search?query=EXT_ID:17444924%20AND%20SRC:MED&resulttype=core&format=json

29 December 2019

title

Cognitive control of sequential knowledge in 2-year-olds: evidence from an incidental sequence-learning and -generation task (English)

1 reference

https://www.ebi.ac.uk/europepmc/webservices/rest/search?query=EXT_ID:17444924%20AND%20SRC:MED&resulttype=core&format=json

29 December 2019

2

1 reference

https://www.ebi.ac.uk/europepmc/webservices/rest/search?query=EXT_ID:17444924%20AND%20SRC:MED&resulttype=core&format=json

29 December 2019

4

Axel Cleeremans

1 reference

https://www.ebi.ac.uk/europepmc/webservices/rest/search?query=EXT_ID:17444924%20AND%20SRC:MED&resulttype=core&format=json

29 December 2019

author name string

Andrew J Bremner

series ordinal

1

1 reference

https://www.ebi.ac.uk/europepmc/webservices/rest/search?query=EXT_ID:17444924%20AND%20SRC:MED&resulttype=core&format=json

29 December 2019

Arnaud Destrebecqz

series ordinal

3

1 reference

https://www.ebi.ac.uk/europepmc/webservices/rest/search?query=EXT_ID:17444924%20AND%20SRC:MED&resulttype=core&format=json

29 December 2019

publication date

1 March 2007

1 reference

https://www.ebi.ac.uk/europepmc/webservices/rest/search?query=EXT_ID:17444924%20AND%20SRC:MED&resulttype=core&format=json

29 December 2019

published in

Psychological Science

1 reference

https://www.ebi.ac.uk/europepmc/webservices/rest/search?query=EXT_ID:17444924%20AND%20SRC:MED&resulttype=core&format=json

29 December 2019

volume

18

1 reference

https://www.ebi.ac.uk/europepmc/webservices/rest/search?query=EXT_ID:17444924%20AND%20SRC:MED&resulttype=core&format=json

29 December 2019

issue

3

1 reference

https://www.ebi.ac.uk/europepmc/webservices/rest/search?query=EXT_ID:17444924%20AND%20SRC:MED&resulttype=core&format=json

29 December 2019

page(s)

261-266

1 reference

https://www.ebi.ac.uk/europepmc/webservices/rest/search?query=EXT_ID:17444924%20AND%20SRC:MED&resulttype=core&format=json

Implicit learning: news from the front

29 December 2019

cites work

1 reference

https://api.crossref.org/works/10.1111%2FJ.1467-9280.2007.01886.X

Can sequence learning be implicit? New evidence with the process dissociation procedure.

21 January 2018

1 reference

https://api.crossref.org/works/10.1111%2FJ.1467-9280.2007.01886.X

Helping children apply their knowledge to their behavior on a dimension-switching task

21 January 2018

1 reference

https://api.crossref.org/works/10.1111%2FJ.1467-9280.2007.01886.X

Disentangling dimensions in the dimensional change card-sorting task.

21 January 2018

1 reference

https://api.crossref.org/works/10.1111%2FJ.1467-9280.2007.01886.X

Attentional requirements of learning: Evidence from performance measures

21 January 2018

1 reference

https://api.crossref.org/works/10.1111%2FJ.1467-9280.2007.01886.X

Characteristics of dissociable human learning systems

21 January 2018

1 reference

https://api.crossref.org/works/10.1111%2FJ.1467-9280.2007.01886.X

The development of conscious control in childhood

21 January 2018

1 reference

https://api.crossref.org/works/10.1111%2FJ.1467-9280.2007.01886.X

The automated windows task: the performance of preschool children, children with autism, and children with moderate learning difficulties

21 January 2018

1 reference

https://api.crossref.org/works/10.1111%2FJ.1467-9280.2007.01886.X