LITMIR.BIZ

Скачать книгу

      40 Keck, T., & Wolgemuth, K. (2020). American Sign Language Phonological Awareness and English Reading Abilities: Continuing to Explore New Relationships. Sign Language Studies, 20(2), 334–354. doi: 10.1353/sls.2020.0004.

      41 Kinoshita, S., Gayed, M., & Norris, D. (2018). Orthographic and phonological priming effects in the same–different task. Journal of Experimental Psychology: Human Perception and Performance, 44(11), 1661–1671. doi: 10.1037/xhp0000548.

      42 Kuperman, V., Kyröläinen, A.J., Porretta, V., Brysbaert, M., & Yang, S. (2021). A lingering question addressed: Reading rate and most efficient listening rate are highly similar. Journal of Experimental Psychology: Human Perception and Performance, 47(8), 1103–1112. https://doi.org/10.1037/xhp0000932.

      43 Lesch, M. F., & Pollatsek, A. (1993). Automatic access of semantic information by phonological codes in visual word recognition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19(2), 285–294. doi: 10.1037//0278‐7393.19.2.285.

      44 Lindgren, S.D., De Renzi, E., Richman, L.C. (1985). Cross‐national comparisons of developmental dyslexia in Italy and the United‐States. Child Development, 56, 1404–1417. doi: 10.2307/1130460.

      45 Liu, X., Vermeylen, L., Wisniewski, D., & Brysbaert, M. (2020). The contribution of phonological information to visual word recognition: Evidence from Chinese phonetic radicals. Cortex. Advance publication available at https://doi.org/10.1016/j.cortex.2020.09.010.

      46 Lukatela, G., & Turvey, M. T. (1994). Visual access is initially phonological: 1 Evidence from associative priming by words, homophones, and pseudohomophones. Journal of Experimental Psychology: General, 123, 107–128. doi: 10.1037//0096‐3445.123.2.107.

      47 Manguel, A. (1996). A History of Reading. HarperCollins.

      48 McCutchen, D., & Perfetti, C. A. (1982). The visual tongue‐twister effect: Phonological activation in silent reading. Journal of Verbal Learning and Verbal Behavior, 21(6), 672–687. doi: 10.1016/S0022‐5371(82)90870‐2.

      49 Morais, J., Alegría, J., & Content, A. (1987). The relationships between segmental analysis and alphabetic literacy: An interactive view. Cahiers de Psychologie Cognitive, 7(5), 415–438.

      50 Nakayama, M., Sears, C. R., Hino, Y., & Lupker, S. J. (2012). Cross‐script phonological priming for Japanese‐English bilinguals: Evidence for integrated phonological representations. Language and Cognitive Processes, 27(10), 1563–1583. doi: 10.1080/01690965.2011.606669.

      51 Norris, D., & Kinoshita, S. (2012). Reading through a noisy channel: Why there's nothing special about the perception of orthography. Psychological Review, 119(3), 517–545. doi: 10.1037/a0028450.

      52 Patterson, K.E. (1982): The relation between reading and phonological coding: Further neuropsychological observations. In A.W. Ellis (Ed.), Normality and pathology in cognitive functioning (pp. 77–111). London: Academic Press.

      53 Pearson, P.D., & Goodin, S. (2010). Silent reading pedagogy: A historical perspective. In E.H. Hiebert & D.R. Reutzel (Eds.), Revisiting silent reading: New directions for teachers and researchers (pp. 3–23). International Reading Association. doi: 10.1598/0833.01.

      54 Perea, M., & Carreiras, M. (2006). Do transposed‐letter similarity effects occur at a prelexical phonological level? Quarterly Journal of Experimental Psychology, 59(9), 1600–1613. doi: 10.1080/17470210500298880.

      55 Perea, M., & Lupker, S. J. (2003). Does jugde activate COURT? Transposed‐letter similarity effects in masked associative priming. Memory & Cognition, 31(6), 829–841. doi: 10.3758/bf03196438.

      56 Perea, M., Nakatani, C., & van Leeuwen, C. (2011). Transposition effects in reading Japanese Kana: Are they orthographic in nature? Memory & Cognition, 39(4), 700–707. doi: 10.3758/s13421‐010‐0052‐1.

      57 Perfetti, C. A., & Bell, L. (1991). Phonemic activation during the first 40 ms of word identification: Evidence from backward masking and priming. Journal of Memory and Language, 30(4), 473–485. doi: 10.1016/0749‐596X(91)90017‐E.

      58 Perfetti, C., Cao, F., & Booth, J. (2013). Specialization and universals in the development of reading skill: How Chinese research informs a universal science of reading. Scientific Studies of Reading, 17(1), 5–21. doi: 10.1080/10888438.2012.689786.

      59 Perre, L., Pattamadilok, C., Montant, M., & Ziegler, J. C. (2009). Orthographic effects in spoken language: On‐line activation or phonological restructuring? Brain Research, 1275, 73–80. doi: 10.1016/j.brainres.2009.04.018.

      60 Perry, C., Ziegler, J. C., & Zorzi, M. (2007). Nested incremental modeling in the development of computational theories: the CDP+ model of reading aloud. Psychological Review, 114(2), 273–315. doi: 10.1037/0033‐295X.114.2.273.

      61 Pollatsek, A., Lesch, M., Morris, R. K., & Rayner, K. (1992). Phonological codes are used in integrating information across saccades in word identification and reading. Journal of Experimental Psychology: Human Perception and Performance, 18(1), 148–162. doi: 10.1037//0096‐1523.18.1.148.

      62 Pritchard, S. C., Coltheart, M., Palethorpe, S., & Castles, A. (2012). Nonword reading: Comparing dual‐route cascaded and connectionist dual‐process models with human data. Journal of Experimental Psychology: Human Perception and Performance, 38(5), 1268–1288. doi: 10.1037/a0026703.

      63 Rastle, K. & Brysbaert, M. (2006). Masked phonological priming effects in English: Are they real? Do they matter? Cognitive Psychology, 53, 97–145. doi: 10.1016/j.cogpsych.2006.01.002.

      64 Rastle, K., & Coltheart, M. (1999). Serial and strategic effects in reading aloud. Journal of Experimental Psychology: Human Perception and Performance, 25(2), 482–503. doi: 10.1037/0096‐1523.25.2.482.

      65 Rayner, K., McConkie, G. W., & Zola, D. (1980). Integrating information across eye movements. Cognitive Psychology, 12, 206–226. doi: 10.1016/0010‐0285(80)90009‐2.

      66 Reis, A., Araújo, S., Morais, I. S., & Faísca, L. (2020). Reading and reading‐related skills in adults with dyslexia from different orthographic systems: A review and meta‐analysis. Annals of Dyslexia. Advance publication available at https://doi.org/10.1007/s11881‐020‐00205‐x.

      67 Roebuck, H., & Lupyan, G. (2020). The Internal Representations Questionnaire: Measuring modes of thinking. Behavior Research Methods, 52(5), 2053–2070. doi: 10.3758/s13428‐020‐01354‐y.

      68 Schmalz, X., Marinus, E., Coltheart, M., & Castles, A. (2015). Getting to the bottom of orthographic depth. Psychonomic Bulletin & Review, 22(6), 1614–1629. doi: 10.3758/s13423‐015‐0835‐2.

      69 Seidenberg, M.S., & McClelland, J.L. (1989). A distributed, developmental model of visual word recognition and naming. Psychological Review, 96, 523–568. doi: 10.1037/0033‐295x.96.4.523.

      70 Share, D. L. (1999). Phonological recoding and orthographic learning: A direct test of the self‐teaching hypothesis. Journal of Experimental Child Psychology, 72(2), 95–129. doi: 10.1006/jecp.1998.2481.

      71 Snowling, M. J., & Hulme, C. (2020). Annual Research Review: Reading disorders revisited –The critical importance of oral language. Journal of Child Psychology and Psychiatry, 62(5), 635–653. doi: 10.1111/jcpp.13324.

      72 Tan, L. H., Laird, A. R., Li, K., & Fox, P. T. (2005). Neuroanatomical correlates of phonological processing of Chinese characters and alphabetic words: A meta‐analysis. Human Brain Mapping, 25(1), 83–91. doi: 10.1002/hbm.20134.

      73 Taylor, J. S. H., Rastle, K., & Davis, M. H. (2013). Can cognitive models explain brain activation during word and pseudoword reading? A meta‐analysis of 36 neuroimaging studies. Psychological Bulletin, 139(4), 766–791. doi: 10.1037/a0030266.

      74 Timmer, K., Ganushchak, L. Y., Ceusters, I., & Schiller, N. O. (2014). Second language phonology influences first language word naming. Brain and Language,

Скачать книгу