Teodóra Vékony

Disentangling the Relationship Between Mind Wandering and Symptom Dimensions in a Non-Clinical Sample: The Key Link with ADHD

The paper examines the relationship between mind wandering and seven symptom dimensions in a non-clinical sample, finding that ADHD symptoms uniquely predict mind wandering after accounting for shared variance.

No gender differences in predictive processing

This study finds no gender differences in statistical learning, showing similar reaction times and accuracy in men and women during a visuomotor task.

Obsessive-Compulsive Tendencies Shift the Balance Between Competitive Neurocognitive Functions

This study examines how obsessive-compulsive tendencies affect the balance between statistical learning and cognitive flexibility in a university student sample.

Learning regularities in noise engages both neural predictive activity and representational changes

This study shows that learning regularities in noise involves both rapid neural predictive activity and slower representational changes, with the former preceding behavioral improvements.

Relationship between cognitive flexibility and disordered eating attitudes across the non-clinical spectrum

The paper examines the relationship between cognitive flexibility and disordered eating attitudes in a non-clinical sample using performance-based measures of executive function.

Early reaction time variability predicts implicit statistical learning: a comparison of four variability indices

This study shows that early reaction time variability predicts implicit statistical learning, with certain metrics indicating a functional role rather than a deficit.

Faster adult implicit probabilistic statistical learning following childhood adversity

The paper investigates how childhood adversity affects implicit statistical learning speed and finds that greater adversity exposure correlates with faster learning, while lower socio-economic status is linked to poorer performance.

ADHD-like traits reshape the balance between inhibitory control and predictive processes

This study investigates how ADHD-like traits affect the interaction between response inhibition and statistical learning in a non-clinical sample.

Frontal theta synchronization facilitates the updating of statistical regularities, evidenced by predictive eye movements

This study shows that frontal theta synchronization via tACS improves the updating of statistical regularities by reducing erroneous anticipations and enabling flexible predictions.

The interplay between executive functions and updating predictive representations

This study investigates how executive functions relate to updating probabilistic predictive representations during habit rewiring, finding positive links with inhibition and negative links with semantic fluency.

Inhibiting the right dorsolateral prefrontal cortex selectively enhances unsupervised statistical learning

This study inhibits the right and bilateral DLPFC in adults during a statistical learning task and finds enhanced learning compared to sham, suggesting a hemisphere-dependent role of DLPFC in modulating unsupervised learning.

A functional trade-off between executive control and implicit statistical learning is dynamically gated by mind wandering

The paper shows that mind wandering is linked to reduced inhibitory control but improved implicit statistical learning, with the learning benefit depending on inhibition efficacy.

Individual differences in probabilistic learning and updating predictive representations in individuals with obsessive-compulsive tendencies

The paper investigates individual differences in implicit probabilistic learning and predictive representation updating in people with OC tendencies using two online experiments.

MIND WANDERING DURING IMPLICIT LEARNING IS ASSOCIATED WITH INCREASED PERIODIC EEG ACTIVITY AND IMPROVED EXTRACTION OF HIDDEN PROBABILISTIC PATTERNS

Enhancing Retrieval Capacity of the Predictive Brain through Dorsolateral Prefrontal Cortex Intervention

This study investigates how dorsolateral prefrontal cortex (DLPFC) intervention affects the retrieval of statistical knowledge using rTMS, finding enhanced access to statistical regularities with bilateral DLPFC suppression.

Evidence for a competitive relationship between executive functions and statistical learning

The paper investigates the relationship between implicit statistical learning and executive functions, finding a consistent negative correlation driven by verbal fluency and working memory.

Manipulating the rapid consolidation periods in a learning task affects general skills more than statistical learning and change dynamics of learning

The paper investigates how rest period duration affects statistical learning and general skill learning during a task, finding that shorter rest periods improve learning dynamics while longer periods enhance between-block learning.

Statistical learning occurs during practice while high-order rule learning during rest period

The paper distinguishes between statistical learning during task performance and high-order rule learning during rest periods using visuomotor sequence tasks.

Retrieval of a well-established skill is resistant to distraction: evidence from an implicit probabilistic sequence learning task

The study shows that retrieving well-established probabilistic sequence knowledge is not affected by a concurrent secondary task, despite increased reaction times in the primary task.

When less is more: Enhanced statistical learning of non-adjacent dependencies after disruption of bilateral DLPFC

This study shows that disrupting the DLPFC with TMS improves statistical learning of non-adjacent dependencies, suggesting a shift from model-based to model-free learning.

The longer the better? General skill but not probabilistic learning improves with the duration of short rest periods

The study examines whether short rest periods improve implicit probabilistic sequence learning and general skill, finding that general skill benefits from longer rest periods while probabilistic knowledge decreases regardless of rest duration.

Skill learning can be independent of speed and accuracy instructions

This study investigates how speed and accuracy instructions affect statistical learning in a probabilistic sequence task, finding similar underlying representations despite performance differences.