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1
Evidence for multiple routes in learning to read
In: Cognition. - Amsterdam [u.a] : Elsevier 123 (2012) 2, 280-292
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2
Emotions in reading: disgust, empathy and the contextual learning hypothesis
In: Cognition. - Amsterdam [u.a] : Elsevier 125 (2012) 2, 333-338
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3
A developmental perspective on visual word recognition: new evidence and a self-organising model
In: The European journal of cognitive psychology. - Basingstoke : Psychology Press 22 (2010) 5, 669-694
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4
Developmental dyslexia and the dual route model of reading: simulating individual differences and subtypes
In: Cognition. - Amsterdam [u.a] : Elsevier 107 (2008) 1, 151-178
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5
Lien entre dénomination rapide et lecture chez les enfants dyslexiques
In: L' année psychologique. - Paris : Necplus 108 (2008) 3, 395-421
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6
Automatic activation of phonology in silent reading is parallel: evidence from beginning and skilled readers
In: Journal of experimental child psychology. - Orlando, Fla. : Acad. Press 97 (2007) 3, 205-219
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7
Do differences in brain activation challenge universal theories of dyslexia?
In: Brain & language. - Orlando, Fla. [u.a.] : Elsevier 98 (2006) 3, 341-343
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8
Reading acquisition, developmental dyslexia, and skilled reading across languages : a psycholinguistic grain size theory
In: Psychological bulletin. - Washington, DC : American Psychological Association 131 (2005) 1, 3-29
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9
Le développement de la lecture dans différentes langues : un problème de taille
In: Le langage et l'homme. - Louvain-la-Neuve : EME Éditions 40 (2005) 2, 149-161
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10
Do current connectionist learning models account for reading development in different languages?
In: Cognition. - Amsterdam [u.a] : Elsevier 91 (2004) 3, 273-296
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11
Nonword reading across orthographies : how flexible is the choice of reading units?
In: Applied psycholinguistics. - Cambridge [u.a.] : Cambridge Univ. Press 24 (2003) 2, 235-247
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12
Developmental dyslexia in different languages : language-specific or universal?
In: Journal of experimental child psychology. - Orlando, Fla. : Acad. Press 86 (2003) 3, 169-193
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13
Cross-language computational investigation of the length effect in reading aloud
In: Journal of experimental psychology. Human perception and performance. - Washington, DC [u.a.] : Assoc. 28 (2002) 4, 990-1001
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14
Pseudohomophone effects and phonological recoding procedures in reading development in English and German
In: Journal of memory and language. - Amsterdam [u.a.] : Elsevier 45 (2001) 4, 648-664
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15
DRC : a Dual Route Cascaded model of visual word recognition and reading aloud
In: Psychological review. - Washington, DC [u.a.] : American Psychological Association 108 (2001) 1, 204-256
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16
Linguistic difficulties in language and reading development constrain skilled adult reading
In: Memory & cognition. - Heidelberg [u.a.] : Springer 28 (2000) 5, 739-745
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17
The DRC model of visual word recognition and reading aloud : an extension to German
In: The European journal of cognitive psychology. - Basingstoke : Psychology Press 12 (2000) 3, 413-430
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18
Graphemes are perceptual reading units
In: Cognition. - Amsterdam [u.a] : Elsevier 75 (2000) 1, B1-B12
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19
Phonology matters : the phonological frequency effect in written Chinese
In: Psychological science. - London : Sage 11 (2000) 3, 234-238
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20
From print to meaning : an electrophysiological investigation of the role of phonology in accessing word meaning
In: Psychophysiology. - Malden, Mass. [u.a.] : Wiley-Blackwell 36 (1999) 6, 775-785
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