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The European Journal of Cognitive Psychology is a peer-reviewed journal published by Taylor & Francis, covering Neural and Behavioral Psychology Studies, Memory Processes and Influences, Reading and Literacy Development.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." The European Journal of Cognitive Psychology 12 (3): 45–58.
Formats any DOI in The European Journal of Cognitive Psychology style. No sign-up. |
| Publishes research in | Neural and Behavioral Psychology Studies Memory Processes and Influences Reading and Literacy Development Child and Animal Learning Development Neurobiology of Language and Bilingualism |
| ISSN | 0954-1446 |
| h-index | 91 |
| i10-index | 541 |
| Total citations | 33,552 |
| Top institutions publishing here | University of Padua |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
A new framework for the understanding of functional relationships between perception and action is discussed. According to this framework, perceived events and planned actions share a common representational domain (common-coding approach). Supporting evidence from two classes of experimental paradigms is presented: induction paradigms and interference paradigms. Induction paradigms study how certain stimuli induce certain actions…
We tested the effects of word length, frequency, and predictability on inspection durations (first fixation, single fixation, gaze duration, and reading time) and inspection probabilities during first‐pass reading (skipped, once, twice) for a corpus of 144 German sentences (1138 words) and a subset of 144 target words uncorrelated in length and frequency, read by 33…
Laboratory studies show that taking a test on studied material promotes subsequent learning and retention of that material on a final test (termed the testing effect). Educational research has virtually ignored testing as a technique to improve classroom learning. We investigated the testing effect in a college course. Students took weekly quizzes followed by multiple…
We reviewed the literature on the role of working memory in the solution of arithmetic problems such as 3 + 4 or 345 + 29. The literature was neither comprehensive nor systematic, but a few conclusions are tenable. First, all three components of the working memory system proposed by Baddeley (i.e., central executive, phonological loop,…
We investigated the effects of format of an initial test and whether or not students received corrective feedback on that test on a final test of retention 3 days later. In Experiment 1, subjects studied four short journal papers. Immediately after reading each paper, they received either a multiple choice (MC) test, a short answer…
