2018/04/02 by Kimberly W. Wong, Frempongma Wadee, Gali Ellenblum +1 · 17 citations
Neuroscience · Psychology · #Cognitive psychology #Context (archaeology) #History #Linguistics #MEDLINE #Multisensory perception and integration #Neural and Behavioral Psychology Studies #Philosophy #PsycINFO #Psychology #Reading (process) #Recall #Visual and Cognitive Learning Processes
paper · doi:10.1037/xhp0000532
published in Journal of Experimental Psychology Human Perception & Performance 44(9), 1324-1335 (American Psychological Association)
openalex publication_date 2018/04/02 · openalex created_date 2025/10/10 · openalex updated_date 2026/06/26
from distractors with important features mislocated or misoriented. These results have implications for understanding types of knowledge about letters, and how this knowledge is acquired. For example, our findings speak to hypotheses concerning the role of writing in learning letter shapes. More generally, our findings raise questions about the conditions under which massive exposure does, and does not, yield detailed, accurate, accessible knowledge. In this context we relate our findings to studies showing poor knowledge or memory for various types of stimuli despite extensive exposure. (PsycINFO Database Record