Susan M. Ravizza
Affiliations: | Michigan State University, East Lansing, MI |
Area:
Cognitive ControlWebsite:
http://ravizzalab.comGoogle:
"Susan Ravizza"Mean distance: 14.4 (cluster 23) | S | N | B | C | P |
Parents
Sign in to add mentor| Richard Ivry | grad student | 1995-2000 | UC Berkeley | |
| (Effects of movement on lexical retrieval.) | ||||
| Julie A. Fiez | post-doc | 2000-2003 | University of Pittsburgh | |
| Cameron S. Carter | research scientist | 2003-2007 | UC Davis | |
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Publications
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| Ravizza SM, Uitvlugt MG, Fenn KM. (2017) Logged In and Zoned Out. Psychological Science. 28: 171-180 |
| Wills KM, Liu J, Hakun J, et al. (2016) Neural Mechanisms for the Benefits of Stimulus-Driven Attention. Cerebral Cortex (New York, N.Y. : 1991). 1-9 |
| Ravizza SM, Uitvlugt MG, Hazeltine E. (2016) Where to Start? Bottom-Up Attention Improves Working Memory by Determining Encoding Order. Journal of Experimental Psychology. Human Perception and Performance |
| Uitvlugt MG, Pleskac TJ, Ravizza SM. (2015) The nature of working memory gating in Parkinson's disease: A multi-domain signal detection examination. Cognitive, Affective & Behavioral Neuroscience |
| Hakun JG, Ravizza SM. (2015) Ventral fronto-parietal contributions to the disruption of visual working memory storage. Neuroimage. 124: 783-793 |
| Becker MW, Ravizza SM, Peltier C. (2015) An inability to set independent attentional control settings by hemifield. Attention, Perception & Psychophysics |
| Langel J, Hakun J, Zhu DC, et al. (2014) Functional specialization of the left ventral parietal cortex in working memory. Frontiers in Human Neuroscience. 8: 440 |
| Ravizza SM, Delgado MR. (2014) Motivational enhancement of cognitive control depends on depressive symptoms. Emotion (Washington, D.C.). 14: 646-50 |
| Fenn KM, Griffin NR, Uitvlugt MG, et al. (2014) The effect of Twitter exposure on false memory formation. Psychonomic Bulletin & Review. 21: 1551-6 |
| Ravizza SM, Hambrick DZ, Fenn KM. (2014) Non-academic internet use in the classroom is negatively related to classroom learning regardless of intellectual ability Computers and Education. 78: 109-114 |