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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 Hits 1 – 20 of 43 1 Reading ability and neural configurations for verbal and nonverbal information processing Filardi, Nicola Jean. - : Sydney, Australia : Macquarie University, 2019. : ©2019, 2019 BASE Show details 2 The role of oral vocabulary in the development of children’s orthographic representations Wegener, Signy. - : Sydney, Australia : Macquarie University, 2019 BASE Show details 3 Automatic phonological activation during visual word recognition in bilingual children : a cross-language masked priming study in grades 3 and 5 Sauval, Karinne; Perre, Laetitia; Duncan, Lynne G. - : Elsevier, 2017 BASE Show details 4 Disentangling the developmental trajectories of letter position and letter identity coding using masked priming Kezilas, Yvette; McKague, Meredith; Kohnen, Saskia. - : American Psychological Association, 2017 BASE Show details 5 Orthographic learning, fast and slow : lexical competition effects reveal the time course of word learning in developing readers Tamura, Niina; Castles, Anne; Nation, Kate. - : Elsevier, 2017 BASE Show details 6 The Magic of words reconsidered : investigating the automaticity of reading color-neutral words in the Stroop task Kinoshita, Sachiko; De Wit, Bianca; Norris, Dennis. - : American Psychological Association, 2017 BASE Show details 7 Oral vocabulary knowledge and orthographic learning Wegener, Signy. - : Sydney, Australia : Macquarie University, 2016 BASE Show details 8 Prefixes repel stress in reading aloud : evidence from surface dyslexia Ktori, Maria; Tree, Jeremy J; Mousikou, Petroula. - : Elsevier, 2016 BASE Show details 9 A Developmental investigation of the first-letter advantage Grainger, Jonathan; Bertrand, Daisy; Lété, Bernard. - : Elsevier, 2016 BASE Show details 10 Phonotactic constraints : implications for models of oral reading in Russian Ulicheva, Anastasia; Coltheart, Max; Saunders, Steven. - : American Psychological Association, 2016 BASE Show details 11 Dependency resolution difficulty increases with distance in Persian separable complex predicates : evidence for expectation and memory-based accounts Safavi, Molood S; Husain, Samar; Vasishth, Shravan. - : Frontiers Research Foundation, 2016 BASE Show details 12 Masked morphological priming in German-speaking adults and children : evidence from response time distributions Hasenäcker, Jana; Beyersmann, Elisabeth; Schroeder, Sascha. - : Frontiers Research Foundation, 2016 BASE Show details 13 What can we learn about visual attention to multiple words from the word-word interference task? Mulatti, Claudio; Ceccherini, Lisa; Coltheart, Max. - : Springer, 2015 Abstract: In this work, we develop an empirically driven model of visual attention to multiple words using the word–word interference (WWI) task. In this task, two words are simultaneously presented visually: a to-be-ignored distractor word at fixation, and a to-be-read-aloud target word above or below the distractor word. Experiment 1 showed that low-frequency distractor words interfere more than high-frequency distractor words. Experiment 2 showed that distractor frequency (high vs. low) and target frequency (high vs. low) exert additive effects. Experiment 3 showed that the effect of the case status of the target (same vs. AlTeRnAtEd) interacts with the type of distractor (word vs. string of # marks). Experiment 4 showed that targets are responded to faster in the presence of semantically related distractors than in presence of unrelated distractors. Our model of visual attention to multiple words borrows two principles governing processing dynamics from the dual-route cascaded model of reading: cascaded interactive activation and lateral inhibition. At the core of the model are three mechanisms aimed at dealing with the distinctive feature of the WWI task, which is that two words are presented simultaneously. These mechanisms are identification, tokenization, and deactivation. ; 12 page(s) Keyword: Lexical processing; Lexical selection; Reading; Reading Aloud; Visual attention; Visual Word Recognition; Word production URL: http://hdl.handle.net/1959.14/362971 BASE Hide details 14 Transposed-letter priming effects in reading aloud words and nonwords Mousikou, Petroula; Kinoshita, Sachiko; Wu, Simon. - : Springer, 2015 BASE Show details 15 Letter position processing in developing and skilled readers Kezilas, Yvette. - : Sydney, Australia : Macquarie University, 2015 BASE Show details 16 The Locus of serial processing in reading aloud : orthography-to-phonology computation or speech planning? Mousikou, Petroula; Rastle, Kathleen; Besner, Derek. - : American Psychological Association, 2015 BASE Show details 17 Replicability of sight word training and phonics training in poor readers : a randomised controlled trial McArthur, G; Kohnen, S; Jones, K. - : PeerJ, 2015 BASE Show details 18 The Attentional blink is related to phonemic decoding, but not sight-word recognition, in typically reading adults Tyson-Parry, Maree M; Sailah, Jessica; Boyes, Mark E. - : Elsevier, 2015 BASE Show details 19 Effects of reading proficiency on embedded stem priming in primary school children Beyersmann, Elisabeth; Grainger, Jonathan; Casalis, Séverine. - : Elsevier, 2015 BASE Show details 20 Density and length in the neighborhood : explaining cross-linguistic differences in learning to read in English and Dutch Marinus, Eva; Nation, Kate; de Jong, Peter F. - : Elsevier, 2015 BASE Show details Page: 1 2 3

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