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21
Brain networks associated with sublexical properties of Chinese characters
In: Brain & language. - Orlando, Fla. [u.a.] : Elsevier 119 (2011) 2, 68-79
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22
Cross-language transfer of orthographic processing skills: a study of French children who learn English at school
In: Journal of research in reading. - Leeds : Wiley-Blackwell 34 (2011) 1, 59-76
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23
Activating the meaning of a word facilitates the integration of orthography: evidence from spelling exercises in beginning spellers
In: Journal of research in reading. - Leeds : Wiley-Blackwell 34 (2011) 3, 333-345
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24
Whole-word shape effect in dyslexia
In: Journal of research in reading. - Leeds : Wiley-Blackwell 34 (2011) 4, 443-454
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25
Silent letters are activated in spoken word recognition
In: Language and cognitive processes. - Abingdon : Routledge, Taylor & Francis Group 26 (2011) 2, 236-261
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26
An examination of orthographic and phonological processing using the task-choice procedure
In: Language and cognitive processes. - Abingdon : Routledge, Taylor & Francis Group 26 (2011) 2, 171-190
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27
Is morpho-orthographic decomposition purely orthographic? Evidence from masked priming in the same-different task
In: Language and cognitive processes. - Abingdon : Routledge, Taylor & Francis Group 26 (2011) 4-6, 509-529
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28
Lexical competition in a non-Roman, syllabic script: an inhibitory neighbour priming effect in Japanese Katakana
In: Language and cognitive processes. - Abingdon : Routledge, Taylor & Francis Group 26 (2011) 8, 1136-1160
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29
Individual differences in the size of orthographic effects in spoken word recognition: the role of listeners' orthographic skills
In: Applied psycholinguistics. - Cambridge [u.a.] : Cambridge Univ. Press 32 (2011) 1, 169-186
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30
Orthographic and phonological parafoveal processing of consonants, vowels, and tones when reading Thai
In: Applied psycholinguistics. - Cambridge [u.a.] : Cambridge Univ. Press 32 (2011) 4, 739-759
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31
The development of reading and spelling abilities in the first 3 years of learning Arabic
In: Reading and writing. - New York, NY : Springer Science+Business Media 24 (2011) 9, 1043-1060
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32
Dutch elementary school children's attribution of meaning to written pseudowords
In: Reading and writing. - New York, NY : Springer Science+Business Media 24 (2011) 7, 801-812
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33
Cognitive skills and literacy performance of Chinese adolescents with and without dyslexia
In: Reading and writing. - New York, NY : Springer Science+Business Media 24 (2011) 7, 835-859
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34
Cognitive profiles of poor readers of Kannada
In: Reading and writing. - New York, NY : Springer Science+Business Media 24 (2011) 6, 657-676
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35
Cross-language transfer of phonological and orthographic processing skills from Spanish L1 to English L2
In: Reading and writing. - New York, NY : Springer Science+Business Media 24 (2011) 5, 591-614
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36
Cortical network for reading linear words in an alphasyllabary
In: Reading and writing. - New York, NY : Springer Science+Business Media 24 (2011) 6, 697-707
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37
Spelling strategies in alphabetic scripts : insights gained and challenges ahead
In: The mental lexicon. - Amsterdam [u.a.] : John Benjamins Publishing Company 6 (2011) 1, 110-140
Keyword: Alphabetische Schrift; Englisch; Französisch; Morphologische Repräsentation; Numerus; Orthographische Repräsentation; Phonologische Repräsentation; Phonotaktik; Schreiben (psycholing.); Schriftspracherwerb (psycholing.); Sprachbewusstheit (bei Kindern); Übergangswahrscheinlichkeit (psycholing.); Wissenschaftsgeschichte (20. Jahrhundert); Wissenschaftsgeschichte (21. Jahrhundert); Wissenschaftssituation
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38
Dissociative effects of orthographic distinctiveness in pure and mixed lists: an item-order account
In: Memory & cognition. - Heidelberg [u.a.] : Springer 39 (2011) 7, 1162-1173
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39
The importance of vowel diacritics for the temporary retention of high and low frequency Hebrew words of varying syllabic length
In: Memory & cognition. - Heidelberg [u.a.] : Springer 39 (2011) 3, 516-526
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40
Phonology by itself: masked phonological priming effects with and without orthographic overlap
In: Journal of cognitive psychology. - Abingdon : Routlegde, Taylor & Francis Group 23 (2011) 2, 185-203
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