Citations (7)
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Arnaud Witt & Annie Vinter. (2017) Perceptual and positional saliencies influence children’s sequence learning differently with age and instructions at test. The Quarterly Journal of Experimental Psychology 70:11, pages 2219-2233.
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Articles from other publishers (6)
Gyu-Ho Shin. (2020) People also avoid repetition in sentence comprehension: Evidence from multiple postposition constructions in Korean. Linguistics Vanguard 6:1.
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Christiane Lange-Küttner & Enno Küttner. (2015) How to learn places without spatial concepts: Does the what-and-where reaction time system in children regulate learning during stimulus repetition?. Brain and Cognition 97, pages 59-73.
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Rachel Schiff & Pesia Katan. (2014) Does complexity matter? Meta-analysis of learner performance in artificial grammar tasks. Frontiers in Psychology 5.
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Elpis V. Pavlidou & Joanne M. Williams. (2014) Implicit learning and reading: Insights from typical children and children with developmental dyslexia using the artificial grammar learning (AGL) paradigm. Research in Developmental Disabilities 35:7, pages 1457-1472.
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Arnaud Witt & Annie Vinter. (2013) Children with intellectual disabilities may be impaired in encoding and recollecting incidental information. Research in Developmental Disabilities 34:2, pages 864-871.
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Arnaud Witt, Ira Puspitawati & Annie Vinter. (2013) How Explicit and Implicit Test Instructions in an Implicit Learning Task Affect Performance. PLoS ONE 8:1, pages e53296.
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