Karolina Janacsek
Biographic Data
| ID | 1136591 |
|---|---|
| NAME | Karolina Janacsek |
| GIVEN NAMES | Karolina |
| FAMILY NAME | Janacsek |
| SIGNATURE | JANACSEK K |
| AFFILIATIONS | Eötvös Loránd University |
| ORCID | 0000-0001-7829-8220 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Learning Under Uncertainty
Revisiting Age‐Related Changes in Statistical Learning
In a recent article in Cognitive Science, Rogachev et al. (2025) presented a cross‐sectional investigation of visual statistical learning (SL) in children aged 3–9 years and concluded that implicit SL remains stable across early childhood. They cited our longitudinal study (Tóth‐Fáber et al., 2024) as supporting this conclusion. Here, we clarify that this interpretation is incorrect. Using a longitudinal design tracking the same individuals from …
Identifying Transfer Learning in the Reshaping of Inductive Biases
Transfer learning, the reuse of newly acquired knowledge under novel circumstances, is a critical hallmark of human intelligence that has frequently been pitted against the capacities of artificial learning agents. Yet, the computations relevant to transfer learning have been little investigated in humans. The benefit of efficient inductive biases (meta-level constraints that shape learning, often referred as priors in the Bayesian learning appro…
Interpersonal Distance Theory of Autism and Its Implication for Cognitive Assessment, Therapy, and Daily Life
The interpersonal distance (IPD) theory provides a novel approach to studying autism spectrum disorder (ASD). In this article, we present recent findings on the neurobiological underpinnings of IPD regulation that are distinct in individuals with ASD. We also discuss the potential influence of environmental factors on IPD. We suggest that different IPD regulation may have implications for cognitive performance in experimental and diagnostic setti…
Prompting teaching modulates children's encoding of novel information by facilitating higher-level structure learning and hindering lower-level statistical learning
Young children are not only prepared to learn from teaching, but they also start to spontaneously teach others, indicating that teaching is a natural instinct of the humankind. During childhood, teaching seems to precede the emergence of several cognitive abilities, so the question arises: how does teaching affect the development of later emerging cognitive skills? Since teaching requires explicit, accessible representations of the knowledge of t…
How Do Competitive Neurocognitive Processes Contribute to Artistic Cognition? The Andras-Effect
The visual arts can speak for themselves, yet we are often directed to analyze the artwork to extract the artist’s hidden thought process. But can we go beyond the artwork itself to understand how those thought processes might have risen out from the neural networks in the artist’s brain? Neuroscience and cognitive psychology aim to do just that by modeling human cognition. These models piece together the functions of distinct interrelated areas …
When less is more
Brain networks related to human learning can interact in cooperative but also competitive ways to optimize performance. The investigation of learning and memory processes in a competitive framework is still rare. Previous studies have shown that manipulations reducing the engagement of prefrontal cortical areas could lead to improved statistical learning performance. However, no study has investigated how disruption of the dorsolateral prefrontal…
Perceiving structure in unstructured stimuli
It is unclear how implicit prior knowledge is involved and remains persistent in the extraction of the statistical structure underlying sensory input. Therefore, this study investigated whether the implicit knowledge of second-order transitional probabilities characterizing a stream of visual stimuli impacts the processing of unpredictable transitional probabilities embedded in a similar input stream. Young adults (N = 50) performed a four-choice…
The Dynamics of Implicit Skill Consolidation in Young and Elderly Adults
These results draw attention to the fact that consolidation is not a single process, rather there are multiple mechanisms that are differentially affected by time course and by aging
No prominent works on this page.
The Dynamics of Implicit Skill Consolidation in Young and Elderly Adults
These results draw attention to the fact that consolidation is not a single process, rather there are multiple mechanisms that are differentially affected by time course and by aging
When less is more
Brain networks related to human learning can interact in cooperative but also competitive ways to optimize performance. The investigation of learning and memory processes in a competitive framework is still rare. Previous studies have shown that manipulations reducing the engagement of prefrontal cortical areas could lead to improved statistical learning performance. However, no study has investigated how disruption of the dorsolateral prefrontal…
Perceiving structure in unstructured stimuli
It is unclear how implicit prior knowledge is involved and remains persistent in the extraction of the statistical structure underlying sensory input. Therefore, this study investigated whether the implicit knowledge of second-order transitional probabilities characterizing a stream of visual stimuli impacts the processing of unpredictable transitional probabilities embedded in a similar input stream. Young adults (N = 50) performed a four-choice…
Prompting teaching modulates children's encoding of novel information by facilitating higher-level structure learning and hindering lower-level statistical learning
Young children are not only prepared to learn from teaching, but they also start to spontaneously teach others, indicating that teaching is a natural instinct of the humankind. During childhood, teaching seems to precede the emergence of several cognitive abilities, so the question arises: how does teaching affect the development of later emerging cognitive skills? Since teaching requires explicit, accessible representations of the knowledge of t…
How Do Competitive Neurocognitive Processes Contribute to Artistic Cognition? The Andras-Effect
The visual arts can speak for themselves, yet we are often directed to analyze the artwork to extract the artist’s hidden thought process. But can we go beyond the artwork itself to understand how those thought processes might have risen out from the neural networks in the artist’s brain? Neuroscience and cognitive psychology aim to do just that by modeling human cognition. These models piece together the functions of distinct interrelated areas …
Identifying Transfer Learning in the Reshaping of Inductive Biases
Transfer learning, the reuse of newly acquired knowledge under novel circumstances, is a critical hallmark of human intelligence that has frequently been pitted against the capacities of artificial learning agents. Yet, the computations relevant to transfer learning have been little investigated in humans. The benefit of efficient inductive biases (meta-level constraints that shape learning, often referred as priors in the Bayesian learning appro…
Interpersonal Distance Theory of Autism and Its Implication for Cognitive Assessment, Therapy, and Daily Life
The interpersonal distance (IPD) theory provides a novel approach to studying autism spectrum disorder (ASD). In this article, we present recent findings on the neurobiological underpinnings of IPD regulation that are distinct in individuals with ASD. We also discuss the potential influence of environmental factors on IPD. We suggest that different IPD regulation may have implications for cognitive performance in experimental and diagnostic setti…
Learning Under Uncertainty
Revisiting Age‐Related Changes in Statistical Learning
In a recent article in Cognitive Science, Rogachev et al. (2025) presented a cross‐sectional investigation of visual statistical learning (SL) in children aged 3–9 years and concluded that implicit SL remains stable across early childhood. They cited our longitudinal study (Tóth‐Fáber et al., 2024) as supporting this conclusion. Here, we clarify that this interpretation is incorrect. Using a longitudinal design tracking the same individuals from …
Cognition (9 works) · Cognitive psychology (7 works) · Psychology (7 works) · Neuroscience (4 works) · Child and Animal Learning Development (3 works) · Cognitive and developmental aspects of mathematical skills (3 works) · Cognitive development (2 works) · Computer Science (2 works) · Developmental psychology (2 works) · Implicit Learning (2 works)