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Found 182 results
Author Title Type [ Year(Desc)]
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1999
F Ashby, G., Queller S., & Berretty P. M. (1999).  On the dominance of unidimensional rules in unsupervised categorization. Perception & Psychophysics. 61, 1178–1199.
F Ashby, G., & Waldron E. M. (1999).  On the nature of implicit categorization. Psychonomic Bulletin & Review. 6, 363–378.
F Ashby, G., Isen A. M., & others (1999).  A neuropsychological theory of positive affect and its influence on cognition. Psychological Review. 106, 529-550.
2000
F Ashby, G., & Waldron E. M. (2000).  The neuropsychological bases of category learning. Current Directions in Psychological Science. 9, 10–14.
Ashby, F. G. (2000).  A stochastic version of general recognition theory. Journal of Mathematical Psychology. 44, 310–329.
2001
Ashby, FG. (2001).  Categorization and similarity models: Neuroscience applications.
Waldron, E. M., & F Ashby G. (2001).  The effects of concurrent task interference on category learning: Evidence for multiple category learning systems. Psychonomic Bulletin & Review. 8, 168–176.
F Ashby, G., & Ell S. W. (2001).  The neurobiology of human category learning. Trends in cognitive sciences. 5, 204–210.
F Ashby, G., Waldron E. M., W Lee W., & Berkman A. (2001).  Suboptimality in human categorization and identification. Journal of Experimental Psychology: General. 130, 77.
2002
F Ashby, G., Valentin V. V., & Turken AU. (2002).  The effects of positive affect and arousal on working memory and executive attention. In S. Moore & M. Oaksford (Eds.), Emotional Cognition: From Brain to Behaviour. 245–288.
W Maddox, T., F Ashby G., & Waldron E. M. (2002).  Multiple attention systems in perceptual categorization. Memory & Cognition. 30, 325–339.
F Ashby, G., W Maddox T., & Bohil C. J. (2002).  Observational versus feedback training in rule-based and information-integration category learning. Memory & Cognition. 30, 666–677.
F Ashby, G., & Ell S. W. (2002).  Single versus multiple systems of learning and memory. Stevens' handbook of experimental psychology.
F Ashby, G., & Ennis D. M. (2002).  A Thurstone-Coombs model of concurrent ratings with sensory and liking dimensions. Journal of Sensory Studies. 17, 43–59.
Alfonso-Reese, L. A., F Ashby G., & Brainard D. H. (2002).  What makes a categorization task difficult?. Attention, Perception, & Psychophysics. 64, 570–583.
Alfonso-Reese, L. A., F Ashby G., & Brainard D. H. (2002).  What makes a categorization task difficult?. Attention, Perception, & Psychophysics. 64, 570–583.
2003
F Ashby, G., Noble S., J Filoteo V., Waldron E. M., & Ell S. W. (2003).  Category learning deficits in Parkinson's disease. Neuropsychology. 17(1), 115-24.
F Ashby, G., & Casale M. B. (2003).  The cognitive neuroscience of implicit category learning. Advances in consciousness research. 48, 109–142.
W Maddox, T., F Ashby G., & Bohil C. J. (2003).  Delayed feedback effects on rule-based and information-integration category learning. Journal of Experimental Psychology: Learning, Memory & Cognition. 29(4), 650-662.
Ennis, D. M., & F. Ashby G. (2003).  Fitting decision bound models to identification or categorization data.
F Ashby, G., & Casale M. B. (2003).  A model of dopamine modulated cortical activation. Neural Networks. 16(7), 973-984.
F Ashby, G., Ell S. W., & Waldron E. M. (2003).  Procedural learning in perceptual categorization. Memory & Cognition. 31(7), 1114-1125.
2004
W Maddox, T., F Ashby G., A Ing D., & Pickering A. D. (2004).  Disrupting feedback processing interferes with rule-based but not information-integration category learning. Memory & Cognition. 32(4), 582-591.
W Maddox, T., & F Ashby G. (2004).  Dissociating explicit and procedural-learning based systems of perceptual category learning. Behavioral Processes. 66(3), 309-332.
Ell, S. W., & F Ashby G. (2004).  Dynamical trajectories in category learning. Perception & Psychophysics. 66(8), 1318-1340.

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