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dc.contributor.authorFernie, Gordon
dc.contributor.authorTunney, Richard J.
dc.date.accessioned2016-03-16T16:00:02Z
dc.date.available2016-03-16T16:00:02Z
dc.date.issued2013-10-04
dc.identifier.citationFernie , G & Tunney , R J 2013 , ' Learning on the IGT follows emergence of knowledge but not differential somatic activity ' , Frontiers in Psychology , vol. 4 , 687 . https://doi.org/10.3389/fpsyg.2013.00687en
dc.identifier.issn1664-1078
dc.identifier.otherPURE: 26744208
dc.identifier.otherPURE UUID: 1d0571c2-a74a-4420-9568-83e418d8860b
dc.identifier.otherScopus: 84885701954
dc.identifier.urihttp://hdl.handle.net/2164/5676
dc.format.extent14
dc.language.isoeng
dc.relation.ispartofFrontiers in Psychologyen
dc.rights© 2013 Fernie and Tunney. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. http://creativecommons.org/licenses/by/3.0/en
dc.subjectRC0321 Neuroscience. Biological psychiatry. Neuropsychiatryen
dc.subject.lccRC0321en
dc.titleLearning on the IGT follows emergence of knowledge but not differential somatic activityen
dc.typeJournal articleen
dc.contributor.institutionUniversity of Aberdeen.Health Services Research Uniten
dc.description.statusPeer revieweden
dc.description.versionPublisher PDFen
dc.identifier.doihttps://doi.org/10.3389/fpsyg.2013.00687
dc.identifier.vol4en


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