• Metaphors We Learn By: Directed motor action improves word learning 

  Casasanto, Daniel; de Bruin, Angela (COGNITION, 2019)

  Can performing simple motor actions help people learn the meanings of words? Here we show that placing vocabulary flashcards in particular locations after studying them helps students learn the definitions of novel words ...
• How the human brain introspects about one's own episodes of cognitive control 

  Soto, David; Theodoraki, Mona; Paz-Alonso, Pedro M. (cortex, 2018)

  Metacognition refers to our capacity to reflect upon our experiences, thoughts and actions. Metacognition processes are linked to cognitive control functions that allow keeping our actions on-task. But it is unclear how ...
• Comparing Semantic Fluency in American Sign Language and English 

  Sevcikova Sehyr, Zed; Giezen, Marcel R.; Emmorey, Karen (Journal of Deaf Studies and Deaf Education, 2018)

  This study investigated the impact of language modality and age of acquisition on semantic fluency in American Sign Language (ASL) and English. Experiment 1 compared semantic fluency performance (e.g., name as many animals ...
• Comparing the potential of MEG and EEG to uncover brain tracking of speech temporal envelope 

  Destoky, Florian; Philippe, Morgane; Bertels, Julie; Verhasselt, Marie; Coquelet, Nicolas; Vander Ghinst, Marc; Wens, Vincent; De Tiège, Xavier; Bourguignon, Mathieu (NeuroImage, 2018)

  During connected speech listening, brain activity tracks speech rhythmicity at delta (∼0.5 Hz) and theta (4–8 Hz) frequencies. Here, we compared the potential of magnetoencephalography (MEG) and high-density electroencephalography ...

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