Publications
Hamadicharef, B., Zhang, H., Guan, C., Wang, C., Phua, K.S., Tee, K. P. & Ang, K. K. (2009) Learning EEG-based spectral-spatial patterns for attention level measurement. In Circuits and Systems, 2009. ISCAS 2009. IEEE International Symposium on, 1465-1468. IEEE.Hamadicharef, B., Zhang, H., Guan, C., Wang, C., Phua, K.S., Tee, K. P. & Ang, K. K. (2009) Learning EEG-based spectral-spatial patterns for attention level measurement. In Circuits and Systems, 2009. ISCAS 2009. IEEE International Symposium on, 1465-1468. IEEE.
Lee, T.S., Goh, S.J.A., Quek, S.Y., Phillips, R., Guan, C., Cheung, Y.B., Feng, L., Teng, S.S.W., Wang, C.C., Chin, Z.Y., Zhang, H., Ng, T.P., Lee, J., Keefe, R. & Krishnan K.R.R. (2013). A brain- computer interface based cognitive training system for healthy elderly: A randomized control pilot study for usability and preliminary efficacy. PLoS One, 8(11).
McDermott, A.F., Rose, M., Norris, T. & Gordon, E. EEG feed-forward video game training leads to sustained improvements in attention and academic achievement. Journal of Attention Disorders. http://jad.sagepub.com/
Basso, D., & Olivetti Belardinelli, M. (2006). The role of the feedforward paradigm in cognitive psychology. Cognitive Processing, 7(2), 73–88. http://doi.org/10.1007/s10339-006-0034-1
Brosschot, J. F. (2002). Cognitive-emotional sensitization and somatic health complaints. Scandinavian Journal of Psychology, 43(2), 113–121. http://doi.org/10.1111/1467-9450.00276
Dowrick, P. W. (1999). A review of self modeling and related interventions. Applied and Preventive Psychology, 8(1), 23–39. http://doi.org/10.1016/S0962-1849(99)80009-2
Dowrick, P. W. (2012). Self model theory: Learning from the future. Wiley Interdisciplinary Reviews: Cognitive Science, 3(2), 215–230. http://doi.org/10.1002/wcs.1156
Dowrick, P. W. (2012). Self model theory: Learning from the future. Wiley Interdisciplinary Reviews: Cognitive Science, 3(2), 215–230. http://doi.org/10.1002/wcs.1156
Dowrick, P. W., Kim-Rupnow, W. S., & Power, T. J. (2006). Video Feedforward for Reading. The Journal of Special Education, 39(4), 194–207. http://doi.org/10.1177/00224669060390040101
Dunn, T. G., Gillig, S. E., Ponsor, S. E., Weil, N., & Utz, S. W. (1986). The learning process in biofeedback: Is it feed-forward or feedback? Biofeedback and Self-Regulation, 11(2), 143–156. http://doi.org/10.1007/BF00999982
Dunn, T. G., Gillig, S. E., Ponsor, S. E., Weil, N., & Utz, S. W. (1986). The learning process in biofeedback: Is it feed-forward or feedback? Biofeedback and Self-Regulation, 11(2), 143–156. http://doi.org/10.1007/BF00999982
Tanji, J., & Hoshi, E. (2001). Behavioral planning in the prefrontal cortex. Current Opinion in Neurobiology, 11(2), 164–170. http://doi.org/10.1016/S0959-4388(00)00192-6
Blair, C., & Razza, R. P. (2007) Relating effortful control, execution function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647–63. http://doi.org/10.1111/j.1467-8624.2007.01019.x
Bull, R., & Scerif, G. (2001). Executive functioning as a predictor of children’s mathematics ability: Inhibition, switching, and working memory. Developmental Neuropyschology, 19(3), 273-293.
Bull, R., & Scerif, G. (2001). Executive functioning as a predictor of children’s mathematics ability: Inhibition, switching, and working memory. Developmental Neuropyschology, 19(3), 273-293.
Hillman, C. H., Pontifex, M. B., Motl., R. W., O’Leary, K. C., Johnson, C. R., Scudder, M. R., Raine, L. B., & Castelli, D. M. (2012). From ERPs to academics. Developmental Cognitive Neuroscience, 2, S90-S98.
Stevens, C. & Bavelier, D. (2012). The role of selective attention on academic foundations: a cognitive neuroscience perspective. Developmental Cognitive Neuroscience, 15(2), S30-S48.
Swanson, H. L., & Beebe-Frankenberger, M. (2004). The relationship between working memory and mathematical problem solving in children at risk and not at risk for serious math difficulties. Journal of Educational Psychology, 96(3), 471-491. http://doi.org/10.1037/0022-0663.96.3.471
Titz, C., & Karbach, J. (2014). Working memory and executive functions: effects of training on academic achievement. Psychological Research, 78(6), 852–868. http://doi.org/10.1007/ s00426-013-0537-1
Basak, C., Boot, W. R., Voss, M. W., & Kramer, A. F. (2008). Can training in a real-time strategy video game attenuate cognitive decline in older adults? Psychol Aging, 23(4), 765-777.
Bavelier, D., Achtman, R. L., Mani, M., & Foecker, J. (2012). Neural bases of selective attention in action video game players. Vision Res, 61, 132-143.
Boot, W. R., Blakely, D. P., & Simons, D. J. (2011). Do action video games improve perception and cognition? Frontiers in Psychology, 2(1).
Boot, W.R., Kramer, A. F., Simons, D. J., Fabiani, M., & Gratton, G. (2008). The effects of video game playing on attention, memory, and executive control. Acta Psychol, 129(3), 387-398.
Cohen, J. E., Green, C. S., & Bavelier, D. (2007). Training visual attention with video games: Not all games are created equal. In H. O’Neil & R. Perez (Eds.), Computer games and adult learning. Oxford, England: Elsevier.
Colzato, L. S., van Leeuwen, P. J. A., van den Wildenberg, W. P. M., & Hommel, B. (2010). DOOM’d to switch: superior cognitive flexibility in players of first person shooter games. Frontiers in Psychology.
Colzato, L. S., van den Wildenberg, W. P. M., Zmigrod, S., & Hommel, B. (2012). Action video gaming and cognitive control: playing first person shooter games is associated with improvement in working memory but not action inhibition. Psychological Research, 77, 234- 239.
Dye, M. W., Green, C. S., & Bavelier, D. (2009). The development of attention skills in action video game players. Neuropsychologia, 47(8-9), 1780-1789.
Dye, M. W., & Bavelier, D. (2010). Differential development of visual attention skills in school-age children. Vision Research, 50, 452-459.
Feng, J., I., & Pratt, J. (2007) Playing an action video game reduces gender differences in spatial cognition. Psychol Sci, 18(10), 850-855.
Green, C. S., & Bavelier, D. (2008). Exercising your brain: A review of human brain plasticity and training induced learning. Psychology and Aging, Special Issue on Plasticity, 23(4), 692- 701.
Green, C. S., & Bavelier, D. (2012). Learning, attentional control, and action video games. Curr Biol, 22, R197-R206.
Krishnan, L., Kang, A., Sperling, G., & Srinivasan, R. (2012). Neural Strategies for Selective Attention Distinguish Fast-Action Video Game Players. Brain Topography, 1-15.
Prakash, R. S., De Leon, A. A., Mourany, L., Lee, H., Voss, M. W., Boot, W. R., Basak, C.,
Fabiani, M., Gratton, G., & Kramer, A. F. (2012). Examining neural correlates of skill acquisition in a complex videogame training program. Frontiers in Human Neuroscience, 6.
Powers, K.L., Brooks, P.J., Aldrich, N.J., & Alfieri, L. (2013). Effects of video game play on information processing: A meta-analytic investigation. Psychonomic Bulletin and Review, epub ahead of print.
Spence, I., & Feng, J. (2010). Video games and spatial cognition. Review of General Psychology, 14(2), 92-104.
Dahlin, E., Nyberg, L., Backman, L., & Neely, A. S. (2008). Plasticity of executive functioning in young and older adults: Immediate training gains, transfer, and long-term maintenance. Psychology and Aging, 23(4), 720-730.
Jaeggi, S.M., Buschkuehl, M., Jonides, J., & Perrig, W.J. (2008). Improving fluid intelligence with training on working memory. Proc Natl Acad Sci U S A, 105(19), 6829-6833.
Jaeggi, S.M., Buschkuehl, M., Jonides, J., & Sharh, P. (2011). Short- and long-term benefits of cognitive training. Proc Natl Acad Sci U S A, 108(25), 10081-10086.
Persson, J., & Reuter-Lorenz, P. A. (2008). Gaining control: Training executive function and far transfer of the ability to resolve interference. Psychol Sci, 19(9), 881-888.
