R A Poldrack
Affiliation: Stanford University
- Fluency and response speed in recognition judgmentsR A Poldrack
University of Illinois at Urbana Champaign, USA
Mem Cognit 25:1-10. 1997..Simulated memory operating characteristics confirmed this under determination of recognition by response times. The results demonstrate, contrary to previous suggestions, that fluency in recognition is not based upon speed...
- Functional specialization for semantic and phonological processing in the left inferior prefrontal cortexR A Poldrack
Department of Psychology, Stanford University, CA 94305, USA
Neuroimage 10:15-35. 1999..The results suggest that a distinct region in the left inferior frontal cortex is involved in semantic processing, whereas other regions may subserve phonological processes engaged during both semantic and phonological tasks...
- The relationship between skill learning and repetition priming: experimental and computational analysesR A Poldrack
Department of Psychology, University of Illinois at Urbana Champaign, USA
J Exp Psychol Learn Mem Cogn 25:208-35. 1999..The experimental and computational results are interpreted as suggesting that skill learning and priming should be viewed as 2 aspects of a single incremental learning mechanism...
- What is the mechanism for fluency in successive recognition?R A Poldrack
Department of Psychology, Stanford University, CA 94305 2130 USA
Acta Psychol (Amst) 98:167-81. 1998..One possible mechanism for fluency in recognition may be based upon reductions in the orientation of attention that accompany item repetition...
- The neural basis of visual skill learning: an fMRI study of mirror readingR A Poldrack
Department of Psychology, Stanford University, CA 94305 2130, USA
Cereb Cortex 8:1-10. 1998..By examining skill learning and item-specific repetition priming in the same task, this study demonstrates that both of these forms of learning exhibit shifts in the set of neural structures that contribute to performance...
- The role of left prefrontal cortex in language and memoryJ D Gabrieli
Department of Psychology, Stanford University, Stanford, CA 94305, USA
Proc Natl Acad Sci U S A 95:906-13. 1998....
- Striatal activation during acquisition of a cognitive skillR A Poldrack
Department of Psychology, Stanford University, USA
Neuropsychology 13:564-74. 1999..Findings provide initial evidence for the role of frontostriatal systems in normal cognitive skill learning...
- Images of medial temporal lobe functions in human learning and memoryJ D Gabrieli
Department of Psychology, Stanford University, Stanford, California 94305, USA
Neurobiol Learn Mem 70:275-83. 1998..A third study reveals suppression of the MTL during striatum-dependent cognitive skill learning. These studies provide images of MTL activations that are correlated with, independent from, or antagonistic to memory performance...
- Microstructure of temporo-parietal white matter as a basis for reading ability: evidence from diffusion tensor magnetic resonance imagingT Klingberg
Department of Psychology, Stanford University, California 94305, USA
Neuron 25:493-500. 2000..The anisotropy reflects microstructure of white matter tracts, which may contribute to reading ability by determining the strength of communication between cortical areas involved in visual, auditory, and language processing...
- Hemispheric asymmetries and individual differences in visual concept learning as measured by functional MRIC A Seger
Department of Psychology, Colorado State University, 80523, Fort Collins, CO 80523, USA
Neuropsychologia 38:1316-24. 2000..Such a progression from initial right-hemisphere processing of specific instances to bilateral activity as left-hemisphere conceptual processes are recruited may underlie the development of many forms of visual knowledge...
- Material-specific lateralization in the medial temporal lobe and prefrontal cortex during memory encodingA J Golby
Department of Radiology, Stanford University, Stanford, California 94305, USA
Brain 124:1841-54. 2001..Scenes and faces resulted in approximately symmetrical activation in both regions. The data indicate that the lateralization of encoding processes is determined by the verbalizability of stimuli...
- Disrupted neural responses to phonological and orthographic processing in dyslexic children: an fMRI studyE Temple
Institute of Neuroscience, Stanford University, CA 94305, USA
Neuroreport 12:299-307. 2001..These results indicate dyslexia may be characterized in childhood by disruptions in the neural bases of both phonological and orthographic processes important for reading...