When increasing distraction helps learning: Distractor number and content interact in their effects on memory
Crossref DOI link: https://doi.org/10.3758/s13414-017-1399-1
Published Online: 2017-08-10
Published Print: 2017-11
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Nussenbaum, Kate http://orcid.org/0000-0002-7185-6880
Amso, Dima
Markant, Julie
Funding for this research was provided by:
Brown University (Undergraduate Teaching and Research Award)
National Institutes of Health (NIGMS-NIH (P20 GM103645))
License valid from 2017-08-10