JACQUELINE SHIN

 

Jackie Shin

Degree: Cognitive Psychology, Pennsylvania State University, 1997

Research Interests/Specialties: Subcorticol functioning; Cognitive function in neurodegenerative disease; Cognitive and brain mechanisms of action sequences and timing; Procedural learning of cognitive and motor sequences; Cognitive-motor coordination; Development of procedural skill across the life span

Joined ISU: August, 2007

Jacqueline Shin's vita

Selected Publications:

Shin, J.C. (in press).  an introduction to the serial reaction time task and its uses.  In edited Festschrift for Jung-Oh Kim.  (Korean)

Shin, J.C., Aparicio, P., & Ivry, R. B. (2005).  Sequence integration in focal basal ganglia patients.  Brain & Cognition, 58, 75-83.

Shin, J.C. (2012).  The relationship between dimensions influences dual-sequence learning:  The concurrent learning of nested visuospatial sequences.  The Korean Journal of Cognitive and Biological Psychology, 24, 211-226.  (Korean)

Shin, J.C. (2011).  The development of temporal coordination in children.  Brain and Cognition, 76, 106-114.

Price, A.L., & Shin, J.C. (2009).  The impact of Parkinson's disease on sequence learning:  Perceptual pattern learning and executive function.  Brain and Cognition, 69, 252-261.

Shin, J.C. (2008).  The procedural learning of action order is independent of temporal learning.  Psychological Research, 72, 376-386.

Shin, J. C., Aparicio, P., Ivry, R. B. (2005). Sequence integration in focal basal ganglia patients. Brain & Cognition, 58, 75-83.

Shin, J. C., & Ivry, R. B. (2003). Spatial and temporal sequence learning in patients with Parkinson's disease or cerebellar lesion. Journal of Cognitive Neuroscience, 15, 1232-1243.

Shin, J. C., & Ivry, R. B. (2002). Concurrent learning of temporal and spatial sequences. Journal of Experimental Psychology: Learning, Memory, and Cognition, 28, 445-457.

Shin, J. C., & Rosenbaum, D. A. (2002). Reaching while calculating: Scheduling of cognitive and perceptual-motor processes. Journal of Experimental Psychology: General, 131, 206-219.

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