His primary areas of investigation include Cognition, Cognitive psychology, Visual perception, Categorization and Perception. In Cognition, Vladimir M. Sloutsky works on issues like Cognitive science, which are connected to Concreteness and Human–computer interaction. Specifically, his work in Cognitive psychology is concerned with the study of Similarity.
His Similarity research incorporates themes from Inductive reasoning and Communication. His research integrates issues of Stimulus, Similarity, Relation, Concept learning and Similitude in his study of Categorization. Vladimir M. Sloutsky focuses mostly in the field of Cognitive development, narrowing it down to matters related to Developmental psychology and, in some cases, Modality.
His primary scientific interests are in Cognitive psychology, Categorization, Cognition, Cognitive development and Concept learning. Vladimir M. Sloutsky combines subjects such as Social psychology, Visual perception, Visual processing, Perception and Cognitive science with his study of Cognitive psychology. His Categorization study incorporates themes from Inductive reasoning, Similarity, Feature and Contrast.
His work focuses on many connections between Cognition and other disciplines, such as Developmental psychology, that overlap with his field of interest in Recall. Vladimir M. Sloutsky has included themes like Cued speech, Language acquisition and Elementary cognitive task in his Cognitive development study. As part of the same scientific family, Vladimir M. Sloutsky usually focuses on Concept learning, concentrating on Eye tracking and intersecting with Eye movement.
Vladimir M. Sloutsky mainly focuses on Cognitive psychology, Cognitive development, Concept learning, Categorization and Artificial intelligence. Vladimir M. Sloutsky interconnects Contrast, Working memory, Visual perception, Selective attention and Child development in the investigation of issues within Cognitive psychology. His Cognitive development research entails a greater understanding of Cognition.
Vladimir M. Sloutsky has researched Cognition in several fields, including Developmental psychology and Self-control. His Concept learning study combines topics from a wide range of disciplines, such as Optimal distinctiveness theory and Crossover. His Categorization study combines topics in areas such as Saccadic masking, Forgetting, Eye tracking, Set and Pattern recognition.
Vladimir M. Sloutsky spends much of his time researching Cognitive psychology, Cognitive development, Categorization, Cognition and Concept learning. The concepts of his Cognitive psychology study are interwoven with issues in Contrast, Working memory, Visual perception, Selective attention and Child development. His Visual perception research is multidisciplinary, incorporating elements of Subliminal stimuli and Communication.
His work deals with themes such as Cued speech, Dominance, Visual processing, Animal cognition and Cognitive science, which intersect with Cognitive development. His Cognition research incorporates elements of Developmental psychology and Control. His work carried out in the field of Developmental psychology brings together such families of science as Metacognition and Metacognitive Monitoring.
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Induction and categorization in young children: a similarity-based model.
Vladimir M. Sloutsky;Anna V. Fisher.
Journal of Experimental Psychology: General (2004)
The Advantage of Abstract Examples in Learning Math
Jennifer A. Kaminski;Vladimir M. Sloutsky;Andrew F. Heckler.
The role of similarity in the development of categorization
Vladimir M. Sloutsky.
Trends in Cognitive Sciences (2003)
Auditory Dominance and Its Change in the Course of Development
Christopher W. Robinson;Vladimir M. Sloutsky.
Child Development (2004)
Is a Picture Worth a Thousand Words? Preference for Auditory Modality in Young Children
Vladimir M. Sloutsky;and Amanda C. Napolitano.
Child Development (2003)
How much does a shared name make things similar? Linguistic labels, similarity, and the development of inductive inference.
Vladimir M. Sloutsky;Ya-Fen Lo;Anna V. Fisher.
Child Development (2001)
From Perceptual Categories to Concepts: What Develops?
Vladimir M. Sloutsky.
Cognitive Science (2010)
fMRI Evidence for a Three-Stage Model of Deductive Reasoning
Thomas Fangmeier;Markus Knauff;Christian C. Ruff;Vladimir Sloutsky.
Journal of Cognitive Neuroscience (2006)
The advantage of simple symbols for learning and transfer.
Vladimir M. Sloutsky;Jennifer A. Kaminski;Andrew F. Heckler.
Psychonomic Bulletin & Review (2005)
Institutional Care and Developmental Outcomes of 6- and 7-year-old Children: A Contextualist Perspective
Vladimir M. Sloutsky.
International Journal of Behavioral Development (1997)
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