Топ за месяц!🔥
Книжки » Книги » Домашняя » Как мы учимся. Почему мозг учится лучше, чем любая машина… пока - Станислас Деан 📕 - Книга онлайн бесплатно

Книга Как мы учимся. Почему мозг учится лучше, чем любая машина… пока - Станислас Деан

424
0
На нашем литературном портале можно бесплатно читать книгу Как мы учимся. Почему мозг учится лучше, чем любая машина… пока - Станислас Деан полная версия. Жанр: Книги / Домашняя. Онлайн библиотека дает возможность прочитать весь текст произведения на мобильном телефоне или десктопе даже без регистрации и СМС подтверждения на нашем сайте онлайн книг knizki.com.

Шрифт:

-
+

Интервал:

-
+

Закладка:

Сделать
1 ... 80 81 82 ... 101
Перейти на страницу:
Конец ознакомительного отрывкаКупить и скачать книгу

Ознакомительная версия. Доступно 21 страниц из 101

Lisman, J., Buzsáki, G., Eichenbaum, H., Nadel, L., Ranganath, C., & Redish, A. D. (2017). Viewpoints: How the hippocampus contributes to memory, navigation and cognition. Nature Neuroscience, 20(11), 1434–1447.

Liu, S., Ullman, T. D., Tenenbaum, J. B., & Spelke, E. S. (2017). Ten-month-old infants infer the value of goals from the costs of actions. Science, 358(6366), 1038–1041.

Livingstone, M. S., Vincent, J. L., Arcaro, M. J., Srihasam, K., Schade, P. F., & Savage, T. (2017). Development of the macaque face-patch system. Nature Communications, 8, 14897.

Loewenstein, G. (1994). The psychology of curiosity: A review and reinterpretation. Psychological Bulletin, 116(1), 75–98.

Lømo, T. (2018). Discovering long-term potentiation (LTP) – recollections and reflections on what came after. Acta Physiologica, 222(2), e12921.

Louie, K., & Wilson, M. A. (2001). Temporally structured replay of awake hippocampal ensemble activity during rapid eye movement sleep. Neuron, 29(1), 145–156.

Lyons, I. M., & Beilock, S. L. (2012). When math hurts: Math anxiety predicts pain network activation in anticipation of doing math. PLOS ONE, 7(10), e48076.

Lyons, K. E., & Ghetti, S. (2011). The development of uncertainty monitoring in early childhood. Child Development, 82(6), 1778–1787.

Lyytinen, H., Ahonen, T., Eklund, K., Guttorm, T., Kulju, P., Laakso, M. L., … Viholainen, H. (2004). Early development of children at familial risk for dyslexia – follow-up from birth to school age. Dyslexia, 10(3), 146–178.

Ma, L., & Xu, F. (2013). Preverbal infants infer intentional agents from the perception of regularity. Developmental Psychology, 49(7), 1330–1337.

Mack, A., & Rock, I. (1998). Inattentional blindness. Cambridge, MA: MIT Press.

Maguire, E. A., Gadian, D. G., Johnsrude, I. S., Good, C. D., Ashburner, J., Frackowiak, R. S., & Frith, C. D. (2000). Navigation-related structural change in the hippocampi of taxi drivers. Proceedings of the National Academy of Sciences, 97(8), 4398–4403.

Maguire, E. A., Spiers, H. J., Good, C. D., Hartley, T., Frackowiak, R. S., & Burgess, N. (2003). Navigation expertise and the human hippocampus: A structural brain imaging analysis. Hippocampus, 13(2), 250–259.

Mahmoudzadeh, M., Dehaene-Lambertz, G., Fournier, M., Kongolo, G., Goudjil, S., Dubois, J., Wallois, F. (2013). Syllabic discrimination in premature human infants prior to complete formation of cortical layers. Proceedings of the National Academy of Sciences, 110(12), 4846–4851.

Mahon, B. Z., Anzellotti, S., Schwarzbach, J., Zampini, M., & Caramazza, A. (2009). Category-specific organization in the human brain does not require visual experience. Neuron, 63(3), 397–405.

Maloney, E. A., & Beilock, S. L. (2012). Math anxiety: Who has it, why it develops, and how to guard against it. Trends in Cognitive Sciences, 16(8), 404–406.

Markman, E. M., & Wachtel, G. F. (1988). Children’s use of mutual exclusivity to constrain the meanings of words. Cognitive Psychology, 20(2), 121–157.

Markman, E. M., Wasow, J. L., & Hansen, M. B. (2003). Use of the mutual exclusivity assumption by young word learners. Cognitive Psychology, 47(3), 241–275.

Marois, R., & Ivanoff, J. (2005). Capacity limits of information processing in the brain. Trends in Cognitive Sciences, 9(6), 296–305.

Marques, J. F., & Dehaene, S. (2004). Developing intuition for prices in euros: Rescaling or relearning prices? Journal of Experimental Psychology: Applied, 10(3), 148–155.

Marshall, C. (2017). Montessori education: A review of the evidence base. npj Science of Learning, 2(1), 11.

Marshall, L., Helgadóttir, H., Mölle, M., & Born, J. (2006). Boosting slow oscillations during sleep potentiates memory. Nature, 444(7119), 610–613.

Marti, S., King, J.-R., & Dehaene, S. (2015). Time-resolved decoding of two processing chains during dual-task interference. Neuron, 88(6), 1297–1307.

Marti, S., Sigman, M., & Dehaene, S. (2012). A shared cortical bottleneck underlying attentional blink and psychological refractory period. NeuroImage, 59(3), 2883–2898.

Martin, S. L., Ramey, C. T., & Ramey, S. (1990). The prevention of intellectual impairment in children of impoverished families: Findings of a randomized trial of educational day care. American Journal of Public Health, 80(7), 844–847.

Maye, J., Werker, J. F., & Gerken, L. (2002). Infant sensitivity to distributional information can affect phonetic discrimination. Cognition, 82(3), B101–B111.

Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. American Psychologist, 59(1), 14–19.

McCandliss, B. D., Fiez, J. A., Protopapas, A., Conway, M., & McClelland, J. L. (2002). Success and failure in teaching the [r]-[l] contrast to Japanese adults: Tests of a Hebbian model of plasticity and stabilization in spoken language perception. Cognitive, Affective, and Behavioral Neuroscience, 2(2), 89–108.

McCloskey, M., & Rapp, B. (2000). A visually based developmental reading deficit. Journal of Memory and Language, 43(2), 157–181.

McCrink, K., & Wynn, K. (2004). Large-number addition and subtraction by 9-month-old infants. Psychological Science, 15(11), 776–781.

Mehler, J., Jusczyk, P., Lambertz, G., Halsted, N., Bertoncini, J., & Amiel-Tison, C. (1988). A precursor of language acquisition in young infants. Cognition, 29(2), 143–178.

Meyer, T., and Olson, C. R. (2011). Statistical learning of visual transitions in monkey inferotemporal cortex. Proceedings of the National Academy of Sciences, 108(48), 19401–19406.

Meyniel, F., & Dehaene, S. (2017). Brain networks for confidence weighting and hierarchical inference during probabilistic learning. Proceedings of the National Academy of Sciences, 114(19), E3859–E3868.

Millum, J., & Emanuel, E. J. (2007). The ethics of international research with abandoned children. Science, 318(5858), 1874–1875.

Mnih, V., Kavukcuoglu, K., Silve , D., Rusu, A. A., Veness, J., Bellemare, M. G., … Hassabis, D. (2015). Human-level control through deep reinforcement learning. Nature, 518(7540), 529–533.

Mongelli, V., Dehaene, S., Vinckier, F., Peretz, I., Bartolomeo, P., & Cohen, L. (2017). Music and words in the visual cortex: The impact of musical expertise. Cortex, 86, 260–274.

Mongillo, G., Barak, O , & Tsodyks, M. (2008). Synaptic theory of working memory. Science, 319(5869), 1543–1546.

Ознакомительная версия. Доступно 21 страниц из 101

1 ... 80 81 82 ... 101
Перейти на страницу:

Внимание!

Сайт сохраняет куки вашего браузера. Вы сможете в любой момент сделать закладку и продолжить прочтение книги «Как мы учимся. Почему мозг учится лучше, чем любая машина… пока - Станислас Деан», после закрытия браузера.

Комментарии и отзывы (0) к книге "Как мы учимся. Почему мозг учится лучше, чем любая машина… пока - Станислас Деан"