Senne Braem
Affiliations: | Ghent University, Ghent, Vlaanderen, Belgium |
Area:
Cognitive Control, Reinforcement Learning, Cognitive NeuroscienceGoogle:
"Senne Braem"Mean distance: (not calculated yet)
BETA: Related publications
See more...
Publications
You can help our author matching system! If you notice any publications incorrectly attributed to this author, please sign in and mark matches as correct or incorrect. |
Held L, Cracco E, Bardi L, et al. (2024) Associative Visuo-motor Learning Using Transcranial Magnetic Stimulation Induces Stimulus-Response Interference. Journal of Cognitive Neuroscience. 1-12 |
Xu S, Simoens J, Verguts T, et al. (2023) Learning where to be flexible: Using environmental cues to regulate cognitive control. Journal of Experimental Psychology. General |
Yang Q, Xing J, Braem S, et al. (2022) The selective use of punishments on congruent versus incongruent trials in the Stroop task. Neurobiology of Learning and Memory. 193: 107654 |
Abrahamse E, Braem S, De Houwer J, et al. (2022) Tenacious instructions: How to dismantle newly instructed task rules? Journal of Experimental Psychology. General |
Otto AR, Braem S, Silvetti M, et al. (2022) Is the juice worth the squeeze? Learning the marginal value of mental effort over time. Journal of Experimental Psychology. General |
King JA, Braem S, Korb FM, et al. (2021) The impact of punishment on cognitive control in a clinical population characterized by heightened punishment sensitivity. Journal of Abnormal Psychology |
Prével A, Krebs RM, Kukkonen N, et al. (2021) Selective reinforcement of conflict processing in the Stroop task. Plos One. 16: e0255430 |
Ivanchei II, Braem S, Vermeylen L, et al. (2021) Correct responses alleviate the negative evaluation of conflict. Quarterly Journal of Experimental Psychology (2006). 1747021820986146 |
Vermeylen L, Wisniewski D, González-García C, et al. (2020) Shared Neural Representations of Cognitive Conflict and Negative Affect in the Medial Frontal Cortex. The Journal of Neuroscience : the Official Journal of the Society For Neuroscience. 40: 8715-8725 |
Vermeylen L, Abrahamse E, Braem S, et al. (2020) The impact of implicit and explicit suggestions that 'there is nothing to learn' on implicit sequence learning. Psychological Research |