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Benjamin J. Levy
Researcher at Stanford University
Publications - 28
Citations - 2783
Benjamin J. Levy is an academic researcher from Stanford University. The author has contributed to research in topics: Forgetting & Cognition. The author has an hindex of 16, co-authored 27 publications receiving 2452 citations. Previous affiliations of Benjamin J. Levy include University of California & University of San Francisco.
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Cognitive control and right ventrolateral prefrontal cortex: reflexive reorienting, motor inhibition, and action updating.
TL;DR: A functional MRI meta‐analysis of two prominent theories of right VLPFC function is reported, indicating that stopping of motor responses and reflexive orienting to abrupt perceptual onsets similarly recruit the inferior frontal junction (IFJ), suggesting that IFJ supports the detection of behaviorally relevant stimuli.
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The benefits of nature experience: Improved affect and cognition
TL;DR: In this paper, the authors investigated the impact of nature experience on affect and cognition and found that the nature walk resulted in affective benefits (decreased anxiety, rumination, and negative affect, and preservation of positive affect) as well as cognitive benefits (increased working memory performance).
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Inhibitory processes and the control of memory retrieval
TL;DR: There is evidence that memory retrieval and motor tasks that are likely to demand executive control recruit overlapping neural mechanisms, suggesting that a common process mediates control in these domains.
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Individual differences in the suppression of unwanted memories: the executive deficit hypothesis.
TL;DR: It is proposed that individual differences in the regulation of intrusive memories in the aftermath of trauma may be mediated by pre-existing differences in executive control ability, suggesting that executive control may be an important means of down-regulating intrusive memories over time.
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Inhibiting Your Native Language The Role of Retrieval-Induced Forgetting During Second-Language Acquisition
TL;DR: The results establish that the phonology of the words was inhibited, as access to the concepts underlying the presented objects was facilitated, not impaired, and supports the idea that inhibition plays a functional role in overcoming interference during the early stages of second-language acquisition.