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Communicating with robots: What we do wrong and what we do right in artificial social intelligence, and what we need to do better
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Modelling the early expressive communicative trajectories of infants/toddlers with early cochlear implants
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The Effect of Word Predictability on Phonological Activation in Cantonese Reading: A Study of Eye-Fixations and Pupillary Response
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Re-evaluating how to measure jurors’ comprehension and application of jury instructions
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Editorial: Intra- and Inter-individual Variability of Executive Functions: Determinant and Modulating Factors in Healthy and Pathological Conditions
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Finding the meaning of meaning: Emerging insights on four grand questions
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Self-efficacy beliefs influencing year 9 students' actions in a bilingual learning management system
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The shape of things to come in speech production: visual form interference during lexical access
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No lexical competition without priming: evidence from the picture–word interference paradigm
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Intellectual performance and ego depletion: role of the self in logical reasoning and other information processing
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Abstract:
Some complex thinking requires active guidance by the self, but simpler mental activities do not. Depletion of the self’s regulatory resources should therefore impair the former and not the latter. Resource depletion was manipulated by having some participants initially regulate attention (Studies 1 and 3) or emotion (Study 2). As compared with no-regulation participants who did not perform such exercises, depleted participants performed worse at logic and reasoning (Study 1), cognitive extrapolation (Study 2), and a test of thoughtful reading comprehension (Study 3). The same manipulations failed to cause decrements on a test of general knowledge (Study 2) or on memorization and recall of nonsense syllables (Study 3). Successful performance at complex thinking may therefore rely on limited regulatory resources.
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Keyword:
3200 Psychology
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URL: https://espace.library.uq.edu.au/view/UQ:e8204a0
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A developmental perspective on processing semantic context: preliminary evidence from sentential auditory word repetition in school-aged children
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“Nothing about us without us”: navigating engagement as hearing researcher in the deaf community
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Revisiting the "Enigma" of musicians with dyslexia: Auditory sequencing and speech abilities
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Deconstructing the simplification of jury instructions: how simplifying the features of complexity affects jurors' application of instructions
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Linking extreme response style to response processes: a cross-cultural mixed methods approach
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Pragmatic prospection: how and why people think about the future
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Integrating global and local perspectives in psycholexical studies: a GloCal approach
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Let's not miss the forest for the trees: A reply to Montefinese and Vinson's (2015) commentary on Vieth et al. (2014)
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