Research Topics
| Magda OsmanSummaryAffiliation: University College London Country: UK Publications
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Detail Information
Publications
An evaluation of dual-process theories of reasoningMagda Osman
Department of Psychology, University College London, London, England
Psychon Bull Rev 11:988-1010. 2004..The article concludes by arguing in favor of the alternative framework, which attempts to unify thedifferent forms of reasoning identified by dual-process theorists under a single system...- Development of intuitive rules: evaluating the application of the dual-system framework to understanding children's intuitive reasoningMagda Osman
Department of Psychology, University College London, Gower Street, London WC1E 6BT, England
Psychon Bull Rev 13:935-53. 2006.... 
Controlling uncertainty: a review of human behavior in complex dynamic environmentsMagda Osman
School of Biological and Chemical Sciences, Queen Mary University of London, Mile End Road, London, UK
Psychol Bull 136:65-86. 2010..The article concludes by discussing new insights into continuing debates and future directions for research on CDC tasks...- Does the truth interfere with our ability to deceive?Magda Osman
Department of Psychology, University of Surrey, Guildford, England
Psychon Bull Rev 16:901-6. 2009..Although there may well be processes unique to deceptive responding, the evidence suggests that overcoming interference is a process shared by deceptive and nondeceptive tasks... - Patients with Parkinson's disease learn to control complex systems via procedural as well as non-procedural learningMagda Osman
Department of Psychology, University College London, 26 Bedford Way, London WC1E 6BT, United Kingdom
Neuropsychologia 46:2355-63. 2008..It is possible that the learning and performance on CDC tasks are mediated by perceptual priming mechanisms in the neocortex... - Positive transfer and negative transfer/antilearning of problem-solving skillsMagda Osman
Department of Psychology, University College London, Gower Street, London, WC1H 0AP England
J Exp Psychol Gen 137:97-115. 2008..In Experiment 4, judgments of self-efficacy were shown to track control performance. The implications of these findings for theories of complex skill acquisition are discussed... - Can tutoring improve performance on a reasoning task under deadline conditions?Magda Osman
Department of Psychology, University College London, London, England
Mem Cognit 35:342-51. 2007..Additionally, the study showed that participants made errors because they had misinterpreted the task. With tutoring, they were able to modify their initial misunderstandings... - Individual differences in causal learning and decision makingMagda Osman
University College London, Department of Psychology, Gower Street, London WC1E 6BT, England, UK
Acta Psychol (Amst) 120:93-112. 2005..Additionally, this study provides evidence that causal learning and decision making share some component processes... - Sequence learning by action, observation and action observationGeoffrey Bird
Institute of Cognitive Neuroscience, Department of Psychology, University College London, UK
Br J Psychol 96:371-88. 2005..These findings are consistent with a connection between motor systems and implicit learning, but do not support the hypothesis that overt action is necessary for implicit learning... - The interaction between response effects during the acquisition of response primingRüdiger Flach
Department of Psychology, University College London, Gower Street, London SE14 6NW, UK
Acta Psychol (Amst) 122:11-26. 2006..By contrast, priming by the visual effect stimulus was potentiated when the auditory effect had been pre-trained. We interpret these interactions in terms of contemporary associative learning theory derived from studies of conditioning... 
Looking to score: the dissociation of goal influence on eye movement and meta-attentional allocation in a complex dynamic natural sceneShuichiro Taya
School of Biological and Chemical Science, Queen Mary College, University of London, London, United Kingdom
PLoS ONE 7:e39060. 2012..We conclude that the specificity of a task goal can alter observer's beliefs about their attention allocation strategy, but such task-driven meta-attentional modulation does not necessarily correlate with eye-movement behavior...- Action observation supports effector-dependent learning of finger movement sequencesMagda Osman
Department of Psychology, University College London, Gower Street, London, WC1E 6BT, UK
Exp Brain Res 165:19-27. 2005..This group did not observe the model's responses. Results suggested that action observation was necessary for the effector-dependent observational learning demonstrated in Experiment 1...