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Found 2 results
Author Title Type [ Year(Desc)]
Filters: Author is Roeder, Jessica L and First Letter Of Title is D  [Clear All Filters]
2014
J Smith, D., Boomer J., Zakrzewski A. C., Roeder J. L., Church B. A., & F Ashby G. (2014).  Deferred feedback sharply dissociates implicit and explicit category learning. Psychological Science. 25(2), 447-457.
2016
Crossley, M. J., Paul E. J., Roeder J. L., & Ashby F. G. (2016).  Declarative strategies persist under increased cognitive load. Psychonomic Bulletin & Review. 23(1), 213-22.