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Rachael D. Seidler

Researcher at University of Florida

Publications -  201
Citations -  13710

Rachael D. Seidler is an academic researcher from University of Florida. The author has contributed to research in topics: Spaceflight & Motor learning. The author has an hindex of 53, co-authored 179 publications receiving 11585 citations. Previous affiliations of Rachael D. Seidler include Arizona State University & Veterans Health Administration.

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The neural bases of acquisitiveness: decisions to acquire and discard everyday goods differ across frames, items, and individuals.

TL;DR: In a study of the neural bases of normal acquisitiveness, subjects made decisions during functional neuroimaging to acquire or remove everyday items from a hypothetical collection, while maximizing personal preference or monetary profit, suggesting even common items can acquire an incentive salience that makes them hard to resist for acquisitive individuals.
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Hand Dominance and Age Have Interactive Effects on Motor Cortical Representations

TL;DR: Handedness manifests itself differently in the motor cortices of young and older adults and has interactive effects with age, as well as opposing relationships between interhemispheric communication speed and bimanual performance in the two age groups.
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Deactivation of somatosensory and visual cortices during vestibular stimulation is associated with older age and poorer balance.

TL;DR: The results demonstrate that brain activations and deactivations in response to vestibular stimuli are correlated with balance, and the pattern of these correlations varies with age, and suggest that older adults exhibit less sensitivity to vestIBular stimuli, and may compensate by differentially reweighting visual and somatosensory processes.
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Multi-session Transcranial Direct Current Stimulation Over Primary Motor Cortex Facilitates Sequence Learning, Chunking, and One Year Retention.

TL;DR: It is suggested that, regardless of the polarity of stimulation, tDCS to PFC impairs sequence learning, whereas stimulation to M1 facilitates learning and relearning, especially in terms of chunk formation.