Getting to the source: a questionnaire on the learning and use of arithmetical operations
Some current models of mathematical cognition (Dehaene, 1992; Campbell & Clark, 1992) make strong claims about the code in which arithmetical operations are solved, basing themselves on how these operations were originally acquired or are most frequently employed. However, data on acquisition and use are often derived from anecdotic reports and no systematic figures have ever been collected. In this study a questionnaire was devised to investigate how participants learned [...]
Implicit priming of picture naming: A theoretical and methodological note on the implicit priming task
The recently introduced implicit priming task (Meyer, 1990, 1991) for the [...]
The US preexposure effect in conditioned taste aversion: The relative role of context and peri-injection cues
En tres experimentos con ratas Wistar como sujetos se analizó el [...]
Directed forgetting effects with the word method: A comparison of direct and indirect memory tests
En el presente estudio se analizaron los efectos del olvido [...]
Historical Note: Tribute to Pavlov
Se cumplen 150 años del nacimiento de Pavlov y quizás [...]
