Как мы учимся. Почему мозг учится лучше, чем любая машина… пока - Станислас Деан Страница 83

Pena, M., Werker, J. F., & Dehaene-Lambertz, G. (2012). Earlier speech exposure does not accelerate speech acquisition. Journal of Neuroscience, 32(33), 11159–11163.

Penn, D. C., Holyoak, K. J., & Povinelli, D. J. (2008). Darwin’s mistake: Explaining the discontinuity between human and nonhuman minds. Behavioral and Brain Sciences, 31(2), 109–130; discussion 130–178.

Pessiglione, M., Seymour, B., Flandin, G., Dolan, R. J., & Frith, C. D. (2006). Dopamine-dependent prediction errors underpin reward-seeking behaviour in humans. Nature, 442(7106), 1042–1045.

Piantadosi, S. T., Jara-Ettinger, J., & Gibson, E. (2014). Children’s learning of number words in an indigenous farming-foraging group. Developmental Science, 17(4), 553–563.

Piantadosi, S. T., Tenenbaum, J. B., & Goodman, N. D. (2012). Bootstrapping in a language of thought: A formal model of numerical concept learning. Cognition, 123(2), 199–217.

Piantadosi, S. T., Tenenbaum, J. B., & Goodman, N. D. (2016). The logical primitives of thought: Empirical foundations for compositional cognitive models. Psychological Review, 123(4), 392–424.

Piazza, M., De Feo, V., Panzeri, S., & Dehaene, S. (2018). Learning to focus on number. Cognition, 181, 35–45.

Piazza, M., Facoetti, A., Trussardi, A. N., Berteletti, I., Conte, S., Lucangeli, D., Zorzi, M. (2010). Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia. Cognition, 116(1), 33–41.

Piazza, M., Izard, V., Pinel, P., Le Bihan, D., & Dehaene, S. (2004). Tuning curves for approximate numerosity in the human intraparietal sulcus. Neuron, 44(3), 547–555.

Piazza, M., Pica, P., Izard, V., Spelke, E. S., & Dehaene, S. (2013). Education enhances the acuity of the nonverbal approximate number system. Psychological Science, 24(6), 1037–1043.

Pica, P., Lemer, C., Izard, V., & Dehaene, S. (2004). Exact and approximate arithmetic in an Amazonian indigene group. Science, 306(5695), 499–503.

Pierce, L. J., Klein, D., Chen, J.-K., Delcenserie, A., & Genesee, F. (2014). Mapping the unconscious maintenance of a lost first language. Proceedings of the National Academy of Sciences, 111(48), 17314–17319.

Pinheiro-Chagas, P., Dotan, D., Piazza, M., & Dehaene, S. (2017). Finger tracking reveals the covert stages of mental arithmetic. Open Mind, 1(1), 30–41.

Pittenger, C., & Kandel, E. R. (2003). In search of general mechanisms for long-lasting plasticity: Aplysia and the hippocampus. Philosophical Transactions of the Royal Society B: Biological Sciences, 358(1432), 757–763.

Poirel, N., Borst, G., Simon, G., Rossi, S., Cassotti, M., Pineau, A., & Houdé, O. (2012). Number conservation is related to children’s prefrontal inhibitory control: An fMRI study of a Piagetian task. PLOS ONE, 7(7), e40802.

Poo, M.-M., Pignatelli, M., Ryan, T. J., Tonegawa, S., Bonhoeffer, T., Martin, K. C., Stevens, C. (2016). What is memory? The present state of the engram. BMC Biology, 14, 40.

Posner, M. I. (1994). Attention: The mechanisms of consciousness. Proceedings of the National Academy of Sciences, 91(16), 7398–7403.

Posner, M. I., & Rothbart, M. K. (1998). Attention, self-regulation and consciousness. Philosophical Transactions of the Royal Society B: Biological Sciences, 353(1377), 1915–1927.

Prado, E. L., & Dewey, K. G. (2014). Nutrition and brain development in early life. Nutrition Reviews, 72(4), 267–284.

Prehn-Kristensen, A., Munz, M., Göder, R., Wilhelm, I., Korr, K., Vahl, W., Baving, L. (2014). Transcranial oscillatory direct current stimulation during sleep improves declarative memory consolidation in children with attention-deficit/hyperactivity disorder to a level comparable to healthy controls. Brain Stimulation, 7(6), 793–799.

Qin, S., Cho, S., Chen, T., Rosenberg-Lee, M., Geary, D. C., & Menon, V. (2014). Hippocampal-neocortical functional reorganization underlies children’s cognitive development. Nature Neuroscience, 17(9), 1263–1269.

Quartz, S. R., & Sejnowski, T. J. (1997). The neural basis of cognitive development: A constructivist manifesto. Behavioral and Brain Sciences, 20(4), 537–556; 556–596.

Rakic, P., Bourgeois, J. P., Eckenhoff, M. F., Zecevic, N., & Goldman-Rakic, P. S. (1986). Concurrent overproduction of synapses in diverse regions of the primate cerebral cortex. Science, 232(4747), 232–235.

Ramanathan, D. S., Gulati, T., & Ganguly, K. (2015). Sleep-dependent reactivation of ensembles in motor cortex promotes skill consolidation. PLOS Biology, 13(9), e1002263.

Ramirez, S., Liu, X., Lin, P.-A., Suh, J., Pignatelli, M., Redondo, R. L., … Tonegawa, S. (2013). Creating a false memory in the hippocampus. Science, 341(6144), 387–391.

Ramirez, S., Liu, X., MacDonald, C. J., Moffa, A., Zhou, J., Redondo, R. L., & Tonegawa, S. (2015). Activating positive memory engrams suppresses depression-like behaviour. Nature, 52 (7556), 335–339.

Rankin, C. H. (2004). Invertebrate learning: What can’t a worm learn? Current Biology, 14(15), R617–R618.

Rasch, B., Büchel, C., Gais, S., & Born, J. (2007). Odor cues during slow-wave sleep prompt declarative memory consolidation. Science, 315(5817), 1426–1429.

Rasmussen, A., Jirenhed, D. A., & Hesslow, G. (2008). Simple and complex spike firing patterns in Purkinje cells during classical conditioning. Cerebellum, 7(4), 563–566.

Rattan, A., Savani, K., Chugh, D., & Dweck, C. S. (2015). Leveraging mindsets to promote academic achievement: Policy recommendations. Perspectives on Psychological Science, 10(6), 721–726.

Reich, L., Szwed, M., Cohen, L., & Amedi, A. (2011). A ventral visual stream reading center independent of visual experience. Current Biology, 21(5), 363–368.

Reid, V. M., Dunn, K., Young, R. J., Amu, J., Donovan, T., & Reissland, N. (2017). The human fetus preferentially engages with face-like visual stimuli. Current Biology, 27(12), 1825–1828.

Rescorla, R. A., & Wagner, A. R. (1972). A theory of Pavlovian conditioning: Variations in the effectiveness of reinforcement and nonreinforcement. // A. H. Black & W. F. Prokasy (Eds.), Classical conditioning II: Current research and theory (pp. 64–99). New York, NY: Appleton-Century-Crofts.

Ribeiro, S., Goyal, V., Mello, C. V., & Pavlides, C. (1999). Brain gene expression during REM sleep depends on prior waking experience. Learning and Memory, 6(5), 500–508.

Ritchie, S. J., & Tucker-Drob, E. M. (2018). How much does education improve intelligence? A meta-analysis. Psychological Science, 29(8), 1358–1369.