Articles dans des revues avec comité de lecture (51)
  1. 29. Destrebecqz, A., Perruchet, P., Cleeremans, A., Laureys, S., Maquet, P., & Peigneux, P. (2010). The influence of temporal factors on automatic priming and conscious expectancy in a simple reaction time task. The quarterly journal of experimental psychology, 63(2), 291-309. doi:10.1080/17470210902888932
  2. 30. Gaillard, V., Destrebecqz, A., Michiels, S., & Cleeremans, A. (2009). Effects of Age and Practice in sequence learning: A graded account of aging, learning and control. European Journal of cognitive psychology, 21, 255-282.
  3. 31. Bremner, A., Mareschal, D., Destrebecqz, A., & Cleeremans, A. (2007). Cognitive control of sequential knowledge in 2-year-olds: evidence from an incidental sequence-learning and -generation task. Psychological science, 18(3), 261-266. doi:10.1111/j.1467-9280.2007.01886.x
  4. 32. Laloyaux, C., Destrebecqz, A., & Cleeremans, A. (2006). Implicit change identification: a replication of Fernandez-Duque and Thornton (2003). Journal of experimental psychology. Human perception and performance, 32(6), 1366-1379. doi:10.1037/0096-1523.32.6.1366
  5. 33. Gaillard, V., Vandenberghe, M., Destrebecqz, A., & Cleeremans, A. (2006). First- and third-person approaches in implicit learning research. Consciousness and Cognition, 15(4), 709-722. doi:10.1016/j.concog.2006.08.001
  6. 34. Perruchet, P., Cleeremans, A., & Destrebecqz, A. (2006). Dissociating the effects of automatic activation and explicit expectancy on reaction times in a simple associative learning task. Journal of Experimental Psychology: Learning, Memory, and Cognition, 32(5), 955-965. doi:10.1037/0278-7393.32.5.955
  7. 35. Destrebecqz, A., & Cleeremans, A. (2005). Implicit learning in a prediction task: Neither abstract nor based on exemplars. Current Psychology Letters, 17(3).
  8. 36. Boyer, M., Destrebecqz, A., & Cleeremans, A. (2005). Processing abstract sequence structure: learning without knowing, or knowing without learning? Psychological Research, 69(5-6), 383-398. doi:10.1007/s00426-004-0207-4
  9. 37. Peigneux, P., Destrebecqz, A., Hotermans, C., & Cleeremans, A. (2005). Filling one gap by creating another one: Memory stabilization is not all-or-nothing either. Behavioral and Brain Sciences, 28(1), 78.
  10. 38. Destrebecqz, A., & Cleeremans, A. (2005). Real rules are conscious. Behavioral and Brain Sciences, 28(1), 19-20. doi:10.1017/S0140525X05280019
  11. 39. Destrebecqz, A., Peigneux, P., Laureys, S., Degueldre, C., Del Fiore, G., Aerts, J., Luxen, A., Van der Linden, M., Cleeremans, A., & Maquet, P. (2005). The neural correlates of implicit and explicit sequence learning: interacting networks revealed by the process dissociation procedure. Learning and Memory, 12(5), 480-490. doi:10.1101/lm.95605
  12. 40. Destrebecqz, A., & Peigneux, P. (2005). Methods for studying unconscious learning. Progress in Brain Research, 150, 69-80. doi:10.1016/S0079-6123(05)50006-2
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