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Orthographic depth and its impact on Universal Predictors of Reading: a cross-language investigation
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Emotion processing in words: a test of the neural re-use hypothesis using surface and intracranial EEG
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CDP++.Italian: Modelling Sublexical and Supralexical Inconsistency in a Shallow Orthography
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Modelling reading development through phonological decoding and self-teaching: implications for dyslexia
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Predictors of developmental dyslexia in European orthographies with varying complexity.
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In: ISSN: 0021-9630 ; EISSN: 1469-7610 ; Journal of Child Psychology and Psychiatry ; https://hal.archives-ouvertes.fr/hal-00965034 ; Journal of Child Psychology and Psychiatry, Wiley, 2013, 54 (6), pp.686-94. ⟨10.1111/jcpp.12029⟩ (2013)
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Emotion processing in words: a test of the neural re-use hypothesis using surface and intracranial EEG
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Emotion processing in words: a test of the neural re-use hypothesis using surface and intracranial EEG
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A computational and empirical investigation of graphemes in reading
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In: Cognitive Science, Vol. 37, no. 5 (Jul 2013), pp. 800-828 (2013)
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Probing the link between cognitive control and lexical selection in monolingual speakers
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In: ISSN: 0003-5033 ; EISSN: 1955-2580 ; Annee Psychologique ; https://hal.archives-ouvertes.fr/hal-01439720 ; Annee Psychologique, Centre Henri Pieron/Armand Colin, 2012, 112 (4), pp.545-559 (2012)
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Abstract:
International audience ; Whether bilinguals perform better than monolinguals in non-linguistic cognitive control tasks is a matter of current debate. Bilinguals are constantly required to switch and discriminate between their two languages. Such additional discrimination requirements are thought to result in improved domain-general cognitive control abilities compared to monolinguals. This rationale was examined by taking it one step further. A general link between general response selection (i.e., cognitive control mechanisms) and word selection should be apparent within the monolingual population, thus the natural variability present in response discrimination abilities should predict word selection in a population of monolinguals. A large group of young monolingual pupils were tested in the non-linguistic Simon task and in a picture naming word selection task. Selection difficulty was manipulated in both tasks. There were clear effects of response selection difficulty in either task, but there was no relationship between them at the individual level. This null effect provides no support for the hypothesis tested. It prompts a tentative discussion of exactly what process, in bilingual language use, may be capable of promoting cognitive control abilities.
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Keyword:
[SCCO.PSYC]Cognitive science/Psychology
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URL: https://hal.archives-ouvertes.fr/hal-01439720
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Emotions in reading: Disgust, empathy and the contextual learning hypothesis
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In: ISSN: 0010-0277 ; EISSN: 1873-7838 ; Cognition ; https://hal.archives-ouvertes.fr/hal-01439715 ; Cognition, Elsevier, 2012, 125 (2), pp.333-338. ⟨10.1016/j.cognition.2012.07.013⟩ (2012)
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Evidence for multiple routes in learning to read
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In: ISSN: 0010-0277 ; EISSN: 1873-7838 ; Cognition ; https://hal.archives-ouvertes.fr/hal-01152175 ; Cognition, Elsevier, 2012, 123 (2), pp.280--292. ⟨10.1016/j.cognition.2012.01.003⟩ (2012)
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How to say "no" to a nonword: A leaky competing accumulator model of lexical decision
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In: ISSN: 0278-7393 ; EISSN: 1939-1285 ; Journal of Experimental Psychology: Learning, Memory, and Cognition ; https://hal.archives-ouvertes.fr/hal-01152178 ; Journal of Experimental Psychology: Learning, Memory, and Cognition, American Psychological Association, 2012, 38 (4), pp.1117--1128. ⟨10.1037/a0026948⟩ (2012)
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Orthographic processing in baboons (papio papio)
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In: ISSN: 0036-8075 ; EISSN: 1095-9203 ; Science ; https://hal.archives-ouvertes.fr/hal-01152186 ; Science, American Association for the Advancement of Science, 2012, 336 (6078), pp.245--248. ⟨10.1126/science.1218152⟩ (2012)
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Support Systems for Poor Readers: Empirical Data From Six EU Member States
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In: ISSN: 0022-2194 ; Journal of Learning Disabilities ; https://hal.archives-ouvertes.fr/hal-01440410 ; Journal of Learning Disabilities, SAGE Publications, 2011, 44 (3), pp.228-245. ⟨10.1177/0022219410374235⟩ (2011)
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