Update: February 24, 2023 The new version of Termout.org is now online, so this web site is now obsolete and will soon be dismantled. |
cognitive psychology |
: ------------.1999. "Idiom comprehension in children: Are the effects of semantic analysability and context separable?". European Journal of Cognitive Psychology 11, 1, 51-66. : 17. Wolff, P., & Song, G. (2003). Models of causation and the semantics of causal verbs. Cognitive Psychology, 47(3), 276-332. : 30. Sánchez-Casas, R. M. & C. J. García. (1992). Bilingual Lexical Processing. Exploring the Cognate-Noncognate Distintion. European Journal of Cognitive Psychology, 4. 4. : 30. van Dijk, T. y Kintsch, W. (1977). Cognitive psychology and discourse: Recalling and summarizing stories. En H. Singer y R. Ruddell (comps.), Theoretical models and processes of reading (pp. 794-812). Newark, DE: International Reading Association. : 5. Houghton, G. (2005). Connectionist models in cognitive psychology. New York: Psychology Press. : 9. Kalyuga, S., Chandler, P., & Sweller, J. (1999). Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology, 13(4), 351-371. : Anderson, J.R. (1985). A series of books in psychology. Cognitive Psychology and Its Implications (2^nd ed.). W. H. Freeman. : Anderson, R. C. y Ortony, A. (1975) On putting apples into bottles. A problem of polysemy. Cognitive Psychology, 7, 167-180. : Barsalou, L. (1992) Cognitive psychology: An overview for cognitive scientists. Hove, Sussex and Hillsdale, NJ: Erlbaum. : Ben-Zur, H. (1998). Dimensions and patterns in decision-making models and the controlled/automatic distinction in human information processing. European Journal of Cognitive Psychology, 10, 171-189. doi: 10.1080/713752271 : Berninger, V. W. (2012). Past, present, and future contributions of cognitive writing research to cognitive psychology. New York, NY: Psychology Press. : Bock, K. 1986. "Syntactic persistence in language production". En Cognitive Psychology, 18, 355-387. : Boroditsky, L. (2001). Does language shape thought? English and Mandarin speakers' conceptions of time. Cognitive Psychology, 43, 1-22. : Bransford, J., Barclay, J. & Franks, J. (1972). Sentence memory: A constructive versus interpretive approach. Cognitive Psychology 3. 193-209. : Brown, S. D. & Heathcote, A. (2008). The simplest complete model of choice response time: Linear ballistic accumulation. Cognitive Psychology, 57(3), 153-178. doi:10.1016/j.cogpsych.2007.12.002 : CARREIRAS, M., & PEREA, M. (1995). “The role of syllabic neighbours in visual word recognition”. Paper presented at the VIII Conference of the European society for cognitive psychology, Rome, Italy. : Clark, H. (1979). Responding to indirect speech acts. Cognitive Psychology, 11, 430-477. : De Vega, M. y Urrutia, M. 2011. "Counterfactual sentences may activate motoric processes. An action-sentence compatibility effect study", en Journal of Cognitive Psychology 23 (8), pp. 962-973. : DeKeyser, R. (2007) Practice in a second language: Perspectives from applied linguistics and cognitive psychology. New York: Cambridge University Press. : Eysenck, M. y Keane, M. (1995) Cognitive psychology. Hove, LEA- Taylor & Francis. : Fisher, C. (1996). Structural limits on verb mapping: The role of analogy in children’s interpretations of sentences. Cognitive Psychology, 31(1), 41-81. [239]https://doi.org/10.1006/cogp.1996.0012 : Frazier, L. & Rayner, K. (1982). Making and correcting errors during sentence comprehension: Eye movements in the analysis of structurally ambiguous sentences. Cognitive Psychology, 14(2), 178-210. : Gaskell, M. & Marslen-Wilson, W. (2002). Representation and competition in the perception of spoken words. Cognitive Psychology, 45, 220-266. : Gathercole, S. E., Pickering, S. J., Knight, C, & Stegmann, Z. (2004). Working memory skills and educational attainment: Evidence from National Curriculum assessments at 7 and 14 years of age. Applied Cognitive Psychology, 40, 1-16. : Gathercole, S., Hitch, G. J., Service, E., & Martin, A.J. (1999). Phonological short term memory and vocabulary development: further evidence on the nature of the relationship. Applied Cognitive Psychology, 13, 65-77. : Gernsabcher, M. (1985). Surface information loss in comprehension. Cognitive Psychology 17, 324-363. : Gernsbacher, M. & Kaschak, M. (2013). Text comprehension. En D. Reisberg (Ed.), The Oxford Handbook of Cognitive Psychology (pp. 462-474). Londres: Oxford University Press. : Gernsbacher, M. A. y Jescheniak, J. D. (1995). Cataphoric devices in spoken discourse. Cognitive Psychology, 29(1), 24-58. : Gernsbacher, Morton Ann & Kaschak, Michael. (2013). Text comprehension. En: D. Reisberg (Ed.), The Oxford Handbook of Cognitive Psychology (pp. 462 474). Londres, Inglaterra: Oxford University Press. : Gernsbacher, Morton Ann. (1985). Surface information loss in comprehension. Cognitive Psychology 17, 324-363. : Gibbs, R. & Nayak, N. (1989). Psycholinguistic studies on the syntactic behavior of idioms. Cognitive Psychology, 21(1), 100-138. : Graesser, A., Person, N. & Magliano, J. (1995). Collaborative dialog patterns in naturalistic one-on-one tutoring. Applied Cognitive Psychology, 9, 495-522. : Grice, H. P. (1967). Logic and conversation. En D. J. Levitin (Ed.). Foundations of cognitive psychology: Core readings, (pp. 719-732). Cambridge, USA: MIT Press. : Holsanova, S., Holmberg, N. & Holmqvist, K. (2009). Reading information graphics: The role of spatial contiguity and dual attentional guidance. Applied Cognitive Psychology, 23(9), 1215-1226. : Huttenlocher, Janellen, Marina Vasilyeva, Elina Cymerman y S. Levine. 2002. Language input and child syntax, Cognitive Psychology, 45: 337-374. : Johnson, Jacqueline S. y Newport, Elissa L. (1989). Critical period effects in second language learning: The influence of maturational state on the acquisition of English as a second language. Cognitive Psychology, 21, 60-99. : Jusczyk, P.W. & Aslin, R.N. (1995). Infants' detection of the sound patterns of words in fluent speech. Cognitive Psychology, 29, 1-23. : Jusczyk, P.W., Houston, D.M. & Redanz, N. (1999). The beginnings of word segmentation in English-learning infants. Cognitive Psychology, 39, 159-207. : Just, M. & Carpenter, P. (1976). Eye fixations and cognitive processes. Cognitive Psychology, 8, 441-480. : Kintsch, W. & Keenan, J. (1973). Reading rate and retention as a function of the number of propositions in the base structure of the sentences. Cognitive Psychology, 5, 257-274. : Kuhn, D., and Dean, D. (2004). Metacognition: A Bridge between Cognitive Psychology and Educational Practice. Theory into Practice , 43(4), 268-273. : LaBerge, David, and Samuels, S. Jay. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323. : Leahy, W. & Sweller, J. (2011). Cognitive load theory, modality of presentation and the transient information effect. Applied Cognitive Psychology, 25, 943-951. : Magliano, J.; Miller, J. & Zwaan, R. (2001). Indexing space and time in film understanding. Applied Cognitive Psychology 15. 533-545. : Mandler, J. & Johnson, N. (1977). Remembrance of things parsed: Story structure and recall. Cognitive Psychology 9. 111-151. : Margolin, Sara J.; Driscoll, Casey; Toland, Michael J., and Kegler, Jennifer Little. (2013). E-readers, computer screens, or paper: Does reading comprehension change across media platforms? Applied Cognitive Psychology, 27, 512-519. DOI: 10.1002/acp.2930 : Markman, E. M. & Wachtel, G. F. (1988). Children's use of mutual exclusivity to constrain the meanings of words. Cognitive psychology, 20(2), 121-157. : Marslen-Wilson, W. & Welsh, A. (1978). Processing interactions and lexical accessduring word recognition in continuos speech. Cognitive Psychology, 10, 29-63. : Masson, M. (2001). Cognitive psychology of priming. In N. Smelser & P. Baltes. (Eds.), International Encyclopedia of the Social & Behavioral Sciences (pp. 12042-12046). Oxford: Elsevier. : McClelland, J. & Elman, J. (1986). The TRACE model of speech perception. Cognitive Psychology, 18, 1-86. : McRae, K. & Jones, M. N. (2013). Semantic memory. En D. Reisberg (Ed.), The Oxford Handbook of Cognitive Psychology (pp. 206-219). Oxford, UK: Ofxord University Press. : Monaghan, P. , Christiansen, M.H. & Chater, N. (2007). The phonological-distributional coherence hypothesis: Cross-linguistic evidence in language acquisition. Cognitive Psychology, 55, 259-305. : Nakata, T. (2008). English vocabulary learning with word lists, word cards and computers: Implications from cognitive psychology research for optimal spaced learning. ReCALL, 20(1), 3-20. doi:10.1017/ S0958344008000219 : Navon, D. (1977). Forest before trees: The precedence of global features in visual perception. Cognitive Psychology, 9, 353-383. : Perfetti, C. A., Yang, C-L. & Schmalhofer, F. (2008). Comprehension skill and word-to-text processes. Applied Cognitive Psychology, 22(3), 303-318. : Pollatsek, A., Reichle, E. D. & Rayner, K. (2006). Tests of the E-Z Reader Model: Exploring the interface between cognition and eye movement control. Cognitive Psychology, 52, 1-56. : ROSCH, E. (1973), Natural categories. Cognitive Psychology, 4: 328-350. : Radach, R. & Kennedy, A. (2004). Theoretical perspectives on eye movements in reading: Past controversies, current issues, and an agenda for the future. European Journal of Cognitive Psychology, 16, 3-26. : Rosch, E. & Mervis, C. (1975). Family resemblances: Studies in the internal structure of categories. Cognitive Psychology, 7, 573-605. : Rosch, E. (1973a). Natural categories. Cognitive Psychology, 4, 328-350. : Rosch, Eleanor y Carolyn B. Mervis 1975 "Family resemblances: Studies in the internal structure of categories". Cognitive Psychology. 7, 573-605. [103]https://doi.org/10.1016/0010-0285(75)90024-9. : Rubin, D. (1995). Memory in Oral Traditions: The Cognitive Psychology of Epic, Ballads, and Counting-out Rhymes. Oxford University Press. : Schmidt-Weigand, F., Kohnert, A. & Glowalla, U. (2010b). Explaining the modality and contiguity effects: New insights from investigations students’ viewing behaviour. Applied Cognitive Psychology, 24, 226-237. : Singer, M. M., & O'Connell, G. 2003. Robust inference processes in expository text comprehension. European Journal of Cognitive Psychology, 15 (4), 607-631. : Solso, R. (1988). Cognitive psychology. Massachussets: Allyn & Bacon. : Swingley, D. (2005). Statistical clustering and the contents of the infant vocabulary. Cognitive Psychology, 50, 86-132. : Thorndyke, P. (1977). Cognitive structures in comprehension and memory of narrative discourse. Cognitive Psychology 9. 77110. : Wagenaar, W. (1986). My memory: A study of autobiographical memory over six years. Cognitive Psychology 18 (2). 225-252. : Wolff, P. & Song, G. (2003). Models of causation and the semantics of causal verbs. Cognitive Psychology, 47(3), 276-332. : ___, Fivush, R. & Kuebli, J. (1992). Scripts and episodes: the development of event memory. Applied Cognitive Psychology 6, (pp. 483-505). : ___, Hazzard, A., McDermott Sales, J., Sarfati, D. & Brown, T. (2003). Creating Coherence out of Chaos? Children's Narratives of Emotionally Positive and Negative Events. Applied Cognitive Psychology 17, (pp. 1-19). |