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Number of items: 9.

Article

Yablonski, Maya, Rastle, Kathleen, Taylor, J.s.h. and Ben-shachar, Michal (2018). Structural properties of the ventral reading pathways are associated with morphological processing in adult English readers. Cortex ,

Havas, Viktoria, Taylor, J S H, de Diego-Balaguer, Ruth, Rodriquez-Fornells, Antoni and Davis, Matthew H. (2017). Semantic and phonological schema influence spoken word learning and overnight consolidation. Quarterly Journal of Experimental Psychology, E-pub , pp. 1-29.

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, in pre ,

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.

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