Шрифт:
Интервал:
Закладка:
Blair, C., & Raver, C. C. (2014). Closing the achievement gap through modification of neurocognitive and neuroendocrine function: Results from a cluster randomized controlled trial of an innovative approach to the education of children in kindergarten. PLOS ONE, 9(11), e112393.
Blair, K. P., Rosenberg-Lee, M., Tsang, J. M., Schwartz, D. L., & Menon, V. (2012). Beyond natural numbers: Negative number representation in parietal cortex. Frontiers in Human Neuroscience, 6, 7.
Bliss, T. V., & Lømo, T. (1973). Long-lasting potentiation of synaptic transmission in the dentate area of the anaesthetized rabbit following stimulation of the perforant path. Journal of Physiology, 232(2), 331–356.
Bock, A. S., Binda, P., Benson, N. C., Bridge, H., Watkins, K. E., & Fine, I. (2015). Resting-state retinotopic organization in the absence of retinal input and visual experience. Journal of Neuroscience, 35(36), 12366–12382.
Bonawitz, E., Shaft , P., Gweon, H., Goodman, N. D., Spelke, E., & Schulz, L. (2011). The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery. Cognition, 120(3), 322–330.
Bond, R., & Smith, P. B. (1996). Culture and conformity: A meta-analysis of studies using Asch’s (1952b, 1956) line judgment task. Psychological Bulletin, 119(1), 111–137.
Borst, G., Poirel, N., Pineau, A., Cassotti, M., & Houdé, O. (2013). Inhibitory control efficiency in a Piaget-like class-inclusion task in school-age children and adults: A developmental negative priming study. Developmental Psychology, 49(7), 1366–1374.
Bouhali, F., Thiebaut de Schotten, M., Pinel, P., Poupon, C., Mangin, J.-F., Dehaene, S., & Cohen, L. (2014). Anatomical connections of the visual word form area. Journal of Neuroscience, 34(46), 15402–15414.
Bradley, M. M., Costa, V. D., Ferrari, V., Codispoti, M., Fitzsimmons, J. R., & Lang, P. J. (2015). Imaging distributed and massed repetitions of natural scenes: Spontaneous retrieval and maintenance. Human Brain Mapping, 36(4), 1381–1392.
Braga, L. W., Amemiya, E., Tauil, A., Sugueida, D., Lacerda, C., Klein, E., … Dehaene, S. (2017). Tracking adult literacy acquisition with functional MRI: A single-case study. Mind, Brain, and Education, 11(3), 121–132.
Brewer, J. B., Zhao, Z., Desmond, J. E., Glover, G. H., & Gabrieli, J. D. (1998). Making memories: Brain activity that predicts how well visual experience will be remembered. Science, 281(5380), 1185–1187.
Brodmann, K. (1909). Vergleichende Lokalisationslehre der Grosshirnrinde [Localisation in the cerebral cortex]. Leipzig: Barth.
Bromberg-Martin, E. S., & Hikosaka, O. (2009). Midbrain dopamine neurons signal preference for advance information about upcoming rewards. Neuron, 63(1), 119–126.
Bruce, D. J., Evans, C. R., Fenwick, P. B. C., & Spencer, V. (1970). Effect of Presenting Novel Verbal Material during Slow-wave Sleep. Nature, 25(5235), 873.
Brun, V. H., Leutgeb, S., Wu, H.-Q., Schwarcz, R., Witter, M. P., Moser, E. I., & Moser, M.-B. (2008). Impaired spatial representation in CA1 after lesion of direct input from entorhinal cortex. Neuron, 57(2), 290–302.
Buon, M., Jacob, P., Margules, S., Brunet, I., Dutat, M., Cabrol, D., & Dupoux, E. (2014). Friend or foe? Early social evaluation of human interactions. PLOS ONE, 9(2), e88612.
Butler, A. C., Karpicke, J. D., & Roediger, H. L. (2008). Correcting a metacognitive error: Feedback increases retention of low-confidence correct responses. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34(4), 918–928.
Butterworth, B. (2010). Foundational numerical capacities and the origins of dyscalculia. Trends in Cognitive Sciences, 14(12), 534–541.
Byers-Heinlein, K., & Werker, J. F. (2009). Monolingual, bilingual, trilingual: Infants’ language experience influences the development of a word-learning heuristic. Developmental Science, 12(5), 815–823.
Callan, D. E., & Schweighofer, N. (2010). Neural correlates of the spacing effect in explicit verbal semantic encoding support the deficient-processing theory. Human Brain Mapping, 31(4), 645–659.
Campbell, F. A., Pungello, E. P., Burchinal, M., Kainz, K., Pan, Y., Wasik, B. H., Ramey, C. T. (2012). Adult outcomes as a function of an early childhood educational program: An Abecedarian Project follow-up. Developmental Psychology, 48(4), 1033–1043.
Campbell, F., Conti, G., Heckman, J. J., Moon, S. H., Pinto, R., Pungello, E., & Pan, Y. (2014). Early childhood investments substantially boost adult health. Science, 343(6178), 1478–1485.
Cantlon, J. F., Brannon, E. M., Carter, E. J., & Pelphrey, K. A. (2006). Functional imaging of numerical processing in adults and 4-y-old children. PLOS Biology, 4(5), e125.
Cantlon, J. F., & Li, R. (2013). Neural activity during natural viewing of Sesame Street statistically predicts test scores in early childhood. PLOS Biology, 11(1), e1001462.
Cardoso-Leite, P., & Bavelier, D. (2014). Video game play, attention, and learning: How to shape the development of attention and influence learning? Current Opinion in Neurology, 27(2), 185–191.
Carey, S., & Bartlett, E. (1978). Acquiring a single new word. Papers and Reports on Child Language Development, 15, 17–29.
Caroni, P., Donato, F., & Muller, D. (2012). Structural plasticity upon learning: Regulation and functions. Nature Reviews Neuroscience, 13(7), 478–490.
Carreiras, M., Seghier, M. L., Baquero, S., Estevez, A., Lozano, A., Devlin, J. T., & Price, C. J. (2009). An anatomical signature for literacy. Nature, 461(7266), 983–986.
Carrier, M., & Pashler, H. (1992). The influence of retrieval on retention. Memory and Cognition, 20(6), 633–642.
Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5–51.
Castro-Caldas, A., Petersson, K. M., Reis, A., Stone-Elander, S., & Ingvar, M. (1998). The illiterate brain: Learning to read and write during childhood influences the functional organization of the adult brain. Brain, 121(6), 1053–1063.
Cepeda, N. J., Coburn, N., Rohrer, D., Wixted, J. T., Mozer, M. C., & Pashler, H. (2009). Optimizing distributed practice: Theoretical analysis and practical implications. Experimental Psychology, 56(4), 236–246.
Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354–380.