How sequence learning creates explicit knowledge: the role of response–stimulus interval

Dennis Rünger

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DOI: 10.1007/s00426-011-0367-y
Published: 2011-07-24
Container: Psychological Research
Publisher: Springer Science and Business Media LLC
Open access: unknown

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Cite this work

BibTeX

@article{allodium:10.1007/s00426-011-0367-y,
  title = {How sequence learning creates explicit knowledge: the role of response–stimulus interval},
  author = {Dennis Rünger},
  year = {2011},
  journal = {Psychological Research},
  doi = {10.1007/s00426-011-0367-y},
  url = {https://doi.org/10.1007/s00426-011-0367-y}
}

RIS

TY  - JOUR
TI  - How sequence learning creates explicit knowledge: the role of response–stimulus interval
AU  - Dennis Rünger
PY  - 2011
JO  - Psychological Research
DO  - 10.1007/s00426-011-0367-y
UR  - https://doi.org/10.1007/s00426-011-0367-y
ER  -

APA

Rünger, D. (2011). How sequence learning creates explicit knowledge: the role of response–stimulus interval. Psychological Research. https://doi.org/10.1007/s00426-011-0367-y

Source records

crossref · retrieved 2026-11-08T07:06:12.904Z