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Found 10 results
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Crossley, M. J., Maddox W. T., & Ashby F. G. (2018).  Increased cognitive load enables unlearning in procedural category learning. Journal of Experimental Psychology: Learning, Memory, & Cognition. 44, 1845-1853.
Ashby, F. G. (2015).  An introduction to fMRI. In B. U. Forstmann & E.-J. Wagenmakers (Eds.), An introduction to model-based cognitive neuroscience. 91–112.
Ell, S. W., & F Ashby G. (2012).  The impact of category separation on unsupervised categorization. Attention, Perception, & Psychophysics. 74(2), 466-475.
J Smith, D., Berg M. E., Cook R. G., Murphy M. S., Crossley M. J., Boomer J., et al. (2012).  Implicit and explicit categorization: A tale of four species. Neuroscience and Biobehavioral Reviews. 36(10), 2355-2369.
J Smith, D., Crossley M. J., Boomer J., Church B. A., Beran M. J., & F Ashby G. (2012).  Implicit and explicit category learning by capuchin monkeys (Cebus apella). Journal of Comparative Psychology. 126(3), 294-304.
J Smith, D., Beran M. J., Crossley M. J., Boomer J., & F Ashby G. (2010).  Implicit and explicit category learning by macaques (Macaca mulatta) and humans (Homo sapiens). Journal of Experimental Psychology: Animal Behavior Processes. 36(1), 54-65.
F Ashby, G., & W Maddox T. (1990).  Integrating information from separable psychological dimensions. Journal of Experimental Psychology: Human Perception and Performance. 16, 598.