All Outputs (5)

Automatic visual-spatial perspective taking in alcohol-dependence: A study with happy emotional faces (2018)
Journal Article
Cox, S., Maurage, P., O'Connor, R., Chandler, C., & Riggs, K. (2018). Automatic visual-spatial perspective taking in alcohol-dependence: A study with happy emotional faces. Drug and Alcohol Dependence, 190, 42-45. https://doi.org/10.1016/j.drugalcdep.2018.05.025

Background: Understanding the world from another’s perspective is an important and potentially automatic human process which is crucial for efficient social interactions. However, whilst deficits have been repeatedly described for various interperson... Read More about Automatic visual-spatial perspective taking in alcohol-dependence: A study with happy emotional faces.

Aspects of alcohol use disorder affecting social cognition as assessed using the Mini Social and Emotional Assessment (mini-SEA) (2018)
Journal Article
Cox, S., Bertoux, M., Turner, J. J., Moss, A., Locker, K., & Riggs, K. (2018). Aspects of alcohol use disorder affecting social cognition as assessed using the Mini Social and Emotional Assessment (mini-SEA). Drug and Alcohol Dependence, 187, 165-170. https://doi.org/10.1016/j.drugalcdep.2018.03.004

Background: Alcohol Use Disorder (AUD) is associated with problems with processing complex social scenarios. Little is known about the relationship between distinct AUD-related factors (e.g., years of problematic drinking), aspects of cognitive funct... Read More about Aspects of alcohol use disorder affecting social cognition as assessed using the Mini Social and Emotional Assessment (mini-SEA).

Preschoolers fast map and retain artifact functions as efficiently as artifact names but artifact actions are the most easily learnt (2018)
Journal Article
Holland, A., Hyde, G., Riggs, K., & Simpson, A. (2018). Preschoolers fast map and retain artifact functions as efficiently as artifact names but artifact actions are the most easily learnt. Journal of experimental child psychology, 170, 57-71. https://doi.org/10.1016/j.jecp.2017.12.013

To become skilled artifact users, children must learn the actions and functions associated with artifacts. We
investigated preschoolers’ ability to fast-map an action, function and name associated with a novel artifact and retain
the new mapping lo... Read More about Preschoolers fast map and retain artifact functions as efficiently as artifact names but artifact actions are the most easily learnt.

Preschoolers fast map and retain artifact functions as efficiently as artifact names, but artifact actions are the most easily learned (2018)
Journal Article
Holland, A. K., Hyde, G., Riggs, K. J., & Simpson, A. (2018). Preschoolers fast map and retain artifact functions as efficiently as artifact names, but artifact actions are the most easily learned. Journal of experimental child psychology, 170, 57-71. https://doi.org/10.1016/j.jecp.2017.12.013

To become skilled artifact users, children must learn the actions and functions associated with artifacts. We investigated preschoolers’ ability to fast map an action, function and name associated with a novel artifact, and retain the new mapping lon... Read More about Preschoolers fast map and retain artifact functions as efficiently as artifact names, but artifact actions are the most easily learned.

Transcranial magnetic stimulation over left inferior frontal and posterior temporal cortex disrupts gesture-speech integration (2018)
Journal Article
Zhao, W., Riggs, K., Schindler, I., & Holle, H. (2018). Transcranial magnetic stimulation over left inferior frontal and posterior temporal cortex disrupts gesture-speech integration. Journal of Neuroscience, 38(8), 1891-1900. https://doi.org/10.1523/JNEUROSCI.1748-17.2017

Language and action naturally occur together in the form of co-speech gestures and there is now convincing evidence that listeners display a strong tendency to integrate semantic information from both domains during comprehension. A contentious quest... Read More about Transcranial magnetic stimulation over left inferior frontal and posterior temporal cortex disrupts gesture-speech integration.