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Number of items: 10.

Taylor, J S H, Davis, Matthew H. and Rastle, Kathleen (2019). Mapping visual symbols onto spoken language along the ventral visual stream. Proceedings of the National Academy of Sciences of the United States of America, 116 (36), pp. 17723-17728.

Yablonski, Maya, Rastle, Kathleen, Taylor, J.s.h. and Ben-shachar, Michal (2019). Structural properties of the ventral reading pathways are associated with morphological processing in adult English readers. Cortex, 116 , pp. 268-285.

Havas, Viktoria, Taylor, J S H, de Diego-Balaguer, Ruth, Rodriquez-Fornells, Antoni and Davis, Matthew H. (2018). Semantic and phonological schema influence spoken word learning and overnight consolidation. Quarterly Journal of Experimental Psychology, 71 (6), pp. 1469-1481.

Taylor, J.S.H., Davis, Matthew H. and Rastle, Kathleen (2017). Comparing and validating methods of reading instruction using behavioural and neural findings in an artificial orthography. Journal of Experimental Psychology: General, 146 (6), pp. 826-858.

Quinn, Connor, Taylor, J.S.H. and Davis, Matthew H. (2017). Learning and retrieving holistic and componential visual-verbal associations in reading and object naming. Neuropsychologia, 98 , 68–84.

Protopapas, Athanassios, Orfanidou, Eleni, Taylor, J.S.H., Karavasilis, Efstratios, Kapnoula, Efthymia C., Panagiotaropoulou, Georgia, Velonakis, Georgios, Poulou, Loukia S., Smyrnis, Nikolaos and Kelekis, Dimitrios (2016). Evaluating cognitive models of visual word recognition using fMRI:effects of lexical and sublexical variables. Neuroimage, 128 , pp. 328-341.

Taylor, J.S.H., Duff, Fiona J., Woollams, Anna M., Monaghan, Padraic and Ricketts, Jessie (2015). How word meaning influences word reading. Current Directions in Psychological Science, 24 (4), pp. 322-328.

Taylor, J.S.H., Rastle, Kathleen and Davis, Matthew H. (2014). Interpreting response time effects in functional imaging studies. Neuroimage, 99 , pp. 419-433.

Taylor, J.S.H., Rastle, Kathleen and Davis, Matthew H. (2014). Distinct neural specializations for learning to read words and name objects. Journal of Cognitive Neuroscience, 26 (9), pp. 2128-2154.

Taylor, J.S.H., Plunkett, Kim and Nation, Kate (2011). The influence of consistency, frequency, and semantics on learning to read:an artificial orthography paradigm. Journal of Experimental Psychology, 37 (1), pp. 60-76.

This list was generated on Fri Jul 10 02:23:58 2020 BST.