Default: Cognition

ISSN: 0010-0277

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Cognition Q1 Unclaimed

Elsevier Netherlands
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Cognition is a journal indexed in SJR in Cognitive Neuroscience and Experimental and Cognitive Psychology with an H index of 179. It has a price of 2040 €. It has an SJR impact factor of 2,33 and it has a best quartile of Q1. It is published in English.

Type: Journal

Type of Copyright:

Languages: English

Open Access Policy:

Type of publications:

Publication frecuency: -

Metrics

Cognition

2,33

SJR Impact factor

179

H Index

248

Total Docs (Last Year)

718

Total Docs (3 years)

15654

Total Refs

2671

Total Cites (3 years)

691

Citable Docs (3 years)

3,58

Cites/Doc (2 years)

63,12

Ref/Doc


Best articles

A computational study of cross-situational techniques for learning word-to-meaning mappings

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A generalized signal detection model to predict rational variation in base rate use

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Age-of-acquisition effects in visual word recognition: evidence from expert vocabularies

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Amodal processing of visual speech as revealed by priming

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An L1-script-transfer-effect fallacy: a rejoinder to Wang et al. (2003)

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Assessing automaticity in audiovisual speech integration: evidence from the speeded classification task

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Baby hands that move to the rhythm of language: hearing babies acquiring sign languages babble silently on the hands

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Category coherence and category-based property induction

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Constraining models of word recognition

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Cortical bases of speech perception:evidence from functional lesion studies

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Effects of physical connectivity on the representational unity of multi-part configurations

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Event completion: Event based inferences distort memory in a matter of seconds

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False positives in recognition memory produced by cohort activation

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Goal attribution in chimpanzees

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Indexical and symbolic referencing: what role do they play in children's success on theory of mind tasks?

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Infant memory for musical experiences

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Infants' formation and use of categories to segregate objects

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Intuitive knowledge of linguistic co-reference

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Language and writing systems are both important in learning to read: a reply to Yamada

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Level-ordering in lexical development

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Lexical word formation in children with grammatical SLI: a grammar-specific versus an input-processing deficit?

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Linguistic and cognitive abilities in infancy: when does language become a tool for categorization?

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Looking without seeing the background change: electrophysiological correlates of change detection versus change blindness

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