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Number of items: 17.

Article

Carroll, Julia M.; Solity, Jonathan and Shapiro, Laura R. (2016). Predicting dyslexia using prereading skills:the role of sensorimotor and cognitive abilities. Journal of Child Psychology and Psychiatry, 57 (6), 750–758.

Badger, Julia R. and Shapiro, Laura R. (2015). Category structure affects the developmental trajectory of children’s inductive inferences for both natural kinds and artefacts. Thinking and Reasoning, 21 (2), pp. 206-229.

Shapiro, Laura R.; Carroll, Julia M. and Solity, Jonathan (2013). Separating the influences of prereading skills on early word and nonword reading. Journal of Experimental Child Psychology, 116 (2), pp. 278-295.

Gilbert, Jessica R.; Shapiro, Laura R. and Barnes, Gareth R. (2012). A peak-clustering method for MEG group analysis to minimise artefacts due to smoothness. PLoS ONE, 7 (9),

Shapiro, Laura R. and Solity, Jonathan (2008). Delivering phonological and phonics training within whole-class teaching. British Journal of Educational Psychology, 78 (Part 4), pp. 597-620.

Shapiro, Laura R.; Lamberts, Koen and Olson, Andrew C. (2008). Measuring the influence of similarity on category-specific effects. European Journal of Cognitive Psychology, 20 (2), pp. 346-366.

Solity, Jonathan and Shapiro, Laura R. (2008). Developing the practice of educational psychologists through theory and research. Educational and Child Psychology, 25 (3), pp. 123-149.

Ellefson, Michelle R.; Shapiro, Laura R. and Chater, Nick (2006). Asymmetrical switch costs in children. Cognitive Development, 21 (2), pp. 108-130.

Shapiro, Laura R. and Olson, Andrew C. (2005). Does normal processing provide evidence of specialised semantic subsystems? Language and Cognitive Processes, 20 (6), pp. 697-724.

Roberson, Debi; Davidoff, Jules and Shapiro, Laura R. (2002). Squaring the circle: the cultural relativity of 'good' shape. Journal of Cognition and Culture, 2 (1), pp. 29-51.

Shapiro, Laura R.; Hurry, Jane; Masterson, Jackie; Wydell, Taeko N. and Doctor, Estelle Classroom implications of recent research into literacy development: from predictors to assessment. Dyslexia, 15 (1), pp. 1-22.

Roberson, Debi; Davidoff, Jules; Davies, Ian R.L. and Shapiro, Laura R. Color categories: confirmation of the relativity hypothesis. Cognitive Psychology, 50 (4), pp. 378-411.

Cunningham, Anna J.; Witton, Caroline; Talcott, Joel B.; Burgess, Adrian P. and Shapiro, Laura R. Deconstructing phonological tasks:the contribution of stimulus and response type to the prediction of early decoding skills. Cognition, 143 , pp. 178-186.

Shapiro, Laura R. and Solity, Jonathan Differing effects of two synthetic phonics programmes on early reading development. British Journal of Educational Psychology, 86 (2), 182–203.

Roberson, Debi; Davidoff, Jules; Davies, Ian R.L. and Shapiro, Laura R. The development of color categories in two languages: a longitudinal study. Journal of Experimental Psychology: General, 133 (a), pp. 554-571.

Book Section

Roberson, Debi; Davidoff, Jules; Davies, Ian R.L. and Shapiro, Laura R. (2006). Colour categories and category acquisition in Himba and English. IN: Progress in Colour Studies. Pitchford, Nicola and Bingham, Carole P. (eds) Amsterdam (NL): John Benjamins.

Lamberts, Koen and Shapiro, Laura R. (2002). Exemplar models and category specific effects. IN: Category-Specificity in Brain and Mind. Forde, Emer M. E. and Humphreys, Glyn W. (eds) Brain Damage, Behaviour and Cognition . London: Psychology Press.

This list was generated on Sat Sep 23 00:57:13 2017 BST.