Learning through instructions vs. learning through practice: flanker congruency effects from instructed and applied S-R mappings

Psychological Research

Volumn 79, Issue 6, 2014, Pages 899-912

  Wenke, Dorit ^a   De Houwer, Jan ^b   De Winne, Jeffrey ^b   Liefooghe, Baptist ^b  

^a HUMBOLDT UNIVERSITY   (Germany)

^b GHENT UNIVERSITY   (Belgium)

Author keywords

[No Author keywords available]

Indexed keywords

ATTENTION; AUTOMATISM; COMPARATIVE STUDY; EDUCATIONAL MODEL; FEMALE; HEMISPHERIC DOMINANCE; HUMAN; LEARNING; MALE; ORIENTATION; PATTERN RECOGNITION; PSYCHOMOTOR PERFORMANCE; REACTION TIME; SHORT TERM MEMORY; YOUNG ADULT;

ASSOCIATION LEARNING; ATTENTION; AUTOMATISM; FEMALE; FUNCTIONAL LATERALITY; HUMANS; MALE; MEMORY, SHORT-TERM; MODELS, EDUCATIONAL; ORIENTATION; PATTERN RECOGNITION, VISUAL; PRACTICE (PSYCHOLOGY); PSYCHOMOTOR PERFORMANCE; REACTION TIME; YOUNG ADULT;

EID: 84945449615     PISSN: 03400727     EISSN: 14302772     Source Type: Journal    
DOI: 10.1007/s00426-014-0621-1     Document Type: Article

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