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Learning on the IGT follows emergence of knowledge but not differential somatic activity

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.identifier26744208
dc.identifier1d0571c2-a74a-4420-9568-83e418d8860b
dc.identifier84885701954
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.urihttp://hdl.handle.net/2164/5676
dc.format.extent14
dc.format.extent1087104
dc.language.isoeng
dc.relation.ispartofFrontiers in Psychologyen
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.identifier.doi10.3389/fpsyg.2013.00687


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