ד"ר מעיין פרג

Dr. Maayan Pereg

מוסד עיקרי

המכללה האקדמית אחוה

Achva Academic College

דוא״ל

maayanpe at live.achva.ac.il

Google Scholar URL

https://scholar.google.com/citations?user=QB1ax4oAAAAJ&hl=en

קורות חייםCV

דיסציפלינות ראשיותMain Disciplines

Neuroscience and Neurobiology, Psychology

דיסציפלינות משניותSecondary Disciplines

Cognitive Neuroscience, Cognitive Psychology, Computational Neuroscience, Experimental Psychology

תחומי מחקר / מילות מפתחKeywords

Cognition, Executive functions, Intelligence, Learning

פרסומים ויצירות עיקריים / עדכנייםMain / Recent Publications

Pereg, M., Hertz, U., Ben-Artzi, I., & Shahar, N. (2024). Disentangling the contribution of individual and social learning processes in human advice-taking behavior. npj Science of Learning, 9(1), 4.
Pereg*, M., Harpaz*, D., Sabah, Amir, I., K., Dreisbach, G., Ben-Shachar, M.S., & Meiran. N. (2021). Learning an abstract general task structure in a rapidly changing task content. Journal of Cognition, 4(1): 31.
Pereg, M. & Meiran, N. (2021). Power of instructions for task implementation: Superiority of explicitly instructed over inferred rules. Psychological Research, 85, 1047-1065.
Pereg, M. & Meiran, N. (2019). Rapid instructed task learning (but not automatic effects of instructions) is influenced by working memory load. PLoS ONE 14(6):e0217681.
Pereg, M., Shahar, N., & Meiran, N. (2019). Can we learn to learn? Procedural working-memory training improves rapid instructed-task-learning. Psychological Research, 83, 132-146.
Fradkin, I., Strauss, A. Y., Pereg, M., & Huppert, J. D. (2018). Rigidly applied rules? Revisiting inflexibility in OCD using multilevel meta-analysis. Clinical Psychological Science, 6, 481–505.
Pereg, M., & Meiran, N. (2018). Evidence for instructions-based updating of task-set representations: the informed fadeout effect. Psychological Research, 82, 549-569.
Shahar, N., Pereg, M., Teodorescu, A.R., Moran, R., Karmon-Preser, A., & Meiran, N. (2018). Formation of abstract task representations: Exploring dosage and mechanisms of working memory training effects. Cognition, 181, 151-159.
Verbruggen, F., McLaren, R., Pereg, M., & Meiran, N. (2018). The development of proactive control and intention-based reflexivity: A cross-sectional study. Psychological Science, 29, 1113-1125.
Meiran, N., & Pereg, M. (2017). Automatic retrieval of newly instructed cue-task associations seen in task-conflict effects in the first trial after cue-task instructions. Experimental Psychology, 64, 37-48.
Meiran, N., Pereg, M., Givon, E., Danieli, G., & Shahar, N. (2016). The role of working memory in Rapid Instructed Task Learning and Intention-Based Reflexivity: An individual differences examination. Neuropsychologia, 90, 180-189.
Meiran, N., Pereg, M., Kessler, Y., Cole, M. W., & Braver, T. S. (2015). Reflexive activation of newly instructed stimulus–response rules: evidence from lateralized readiness potentials in no-go trials. Cognitive, Affective, & Behavioral Neuroscience, 15, 365-373.
Meiran, N., Pereg, M., Kessler, Y., Cole, M. W., & Braver, T. S. (2015). The power of instructions: Proactive configuration of stimulus–response translation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 41, 768-786.
Shahar, N., Teodorescu, A. R., Usher, M., Pereg, M., & Meiran, N. (2014). Selective influence of working memory load on exceptionally slow reaction times. Journal of Experimental Psychology: General, 143, 1837-1860.
Pereg, M., Shahar, N., & Meiran, N. (2013). Task switching training effects are mediated by working memory management. Intelligence, 41, 467-487.