1 |
Graphemes are used when reading: Evidence from Monte Carlo simulation using word norms from mega-studies ...
|
|
|
|
BASE
|
|
Show details
|
|
2 |
Graphemes are used when reading: Evidence from Monte Carlo simulation using word norms from mega-studies ...
|
|
|
|
BASE
|
|
Show details
|
|
3 |
Using electrophysiological correlates of early semantic priming to test models of reading aloud
|
|
|
|
In: Sci Rep (2022)
|
|
BASE
|
|
Show details
|
|
4 |
What Is Going on with Visual Attention in Reading and Dyslexia? A Critical Review of Recent Studies
|
|
|
|
In: Brain Sci (2022)
|
|
BASE
|
|
Show details
|
|
5 |
It’s the words you use and how you say them: electrophysiological correlates of the perception of imitated masculine speech ...
|
|
|
|
BASE
|
|
Show details
|
|
6 |
It’s the words you use and how you say them: electrophysiological correlates of the perception of imitated masculine speech ...
|
|
|
|
BASE
|
|
Show details
|
|
7 |
Learning to Read and Dyslexia: From Theory to Intervention Through Personalized Computational Models
|
|
|
|
In: ISSN: 0963-7214 ; EISSN: 1467-8721 ; Current Directions in Psychological Science ; https://hal-amu.archives-ouvertes.fr/hal-02566111 ; Current Directions in Psychological Science, Association for Psychological Science, 2020, pp.096372142091587. ⟨10.1177/0963721420915873⟩ (2020)
|
|
BASE
|
|
Show details
|
|
8 |
Learning to Read and Dyslexia: From Theory to Intervention Through Personalized Computational Models
|
|
|
|
In: Current Directions in Psychological Science, Vol. 29, no. 3 (Jun 2020), pp. 293-300 (2020)
|
|
BASE
|
|
Show details
|
|
9 |
Learning to Read and Dyslexia: From Theory to Intervention Through Personalized Computational Models
|
|
|
|
In: Curr Dir Psychol Sci (2020)
|
|
BASE
|
|
Show details
|
|
10 |
Understanding Dyslexia Through Personalized Large-Scale Computational Models
|
|
|
|
In: ISSN: 0956-7976 ; Psychological Science ; https://hal-amu.archives-ouvertes.fr/hal-02011721 ; Psychological Science, Association for Psychological Science, 2019, pp.1-10. ⟨10.1177/0956797618823540⟩ (2019)
|
|
BASE
|
|
Show details
|
|
12 |
Understanding Dyslexia Through Personalized Large-Scale Computational Models ...
|
|
|
|
BASE
|
|
Show details
|
|
13 |
Understanding Dyslexia Through Personalized Large-Scale Computational Models ...
|
|
|
|
BASE
|
|
Show details
|
|
14 |
Understanding dyslexia through personalized large-scale computational models
|
|
|
|
In: Psychological Science, Vol. 30, no. 3 (Feb 2019), pp. 386-395 (2019)
|
|
BASE
|
|
Show details
|
|
15 |
Modeling the variability of developmental dyslexia
|
|
|
|
In: Developmental dyslexia across languages and writing systems / Ludo Verhoeven, Charles Perfetti and Kenneth Pugh (eds.), pp. 350-371 (2019)
|
|
BASE
|
|
Show details
|
|
16 |
Working memory load affects early affective responses to concrete and abstract words differently: Evidence from ERPs
|
|
|
|
In: Cognitive, Affective, & Behavioral Neuroscience, Vol. 19, no. 2 (Apr 2019), pp. 377-391 (2019)
|
|
BASE
|
|
Show details
|
|
17 |
Understanding Dyslexia Through Personalized Large-Scale Computational Models
|
|
|
|
BASE
|
|
Show details
|
|
18 |
Testing predictions about the processing of word stress in reading using event-related potentials
|
|
|
|
In: Language, Cognition and Neuroscience, Vol. 33, no. 4 (2018), pp. 424-442 (2018)
|
|
BASE
|
|
Show details
|
|
19 |
Testing predictions about the processing of word stress in reading using event-related potentials ...
|
|
|
|
BASE
|
|
Show details
|
|
20 |
Testing predictions about the processing of word stress in reading using event-related potentials ...
|
|
|
|
BASE
|
|
Show details
|
|
|
|