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Characteristics of Illiterate and Literate Cognitive Processing: Implications of Brain–Behavior Co-Constructivism
16 references·0 citing·49 second hop
Characteristics of Illiterate and Literate Cognitive Processing: Implications of Brain–Behavior Co-Constructivism (2006)Characteristics of Illiterate and Literat…Phonological Processes in Literacy (2013)Phonological Processes in Lit…Scandinavian Journal of Psychology (2010)Scandinavian Journal of Psych…Increased prefrontal and parietal activity after training of working memory (2003)Increased prefrontal and pari…Functional Neuroimaging of Speech Perception in Infants (2002)Functional Neuroimaging of Sp…Developing linguistic literacy: a comprehensive model (2002)Developing linguistic literac…The power of the written tradition (2001)The power of the written trad…Dyslexia: Cultural Diversity and Biological Unity (2001)Dyslexia: Cultural Diversity …A cultural effect on brain function (2000)A cultural effect on brain fu…Selective disorders of reading? (1999)Selective disorders of readin…The phonological loop as a language learning device. (1998)The phonological loop as a la…Beyond modularity: a developmental perspective on cognitive science (1993)Beyond modularity: a developm…Beyond Modularity (1992)Beyond ModularityNeuropsychological assessment in illiterates: Visuospatial and memory abilities (1989)Neuropsychological assessment…Does awareness of speech as a sequence of phones arise spontaneously? (1979)Does awareness of speech as a…Knowledge of Language (1975)Knowledge of LanguageThought and language (1962)Thought and languageDyslexia in Children (1962)The developmental psychology of Jean Piaget. (1963)A neurological and behavioral study of children with learning disorders (1964)Family resemblances: Studies in the internal structure of categories (1975)Basic objects in natural categories (1976)Principles of Language Learning and Teaching (1981)Studies of child language development (1973)Explicit syllable and phoneme segmentation in the young child (1974)Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study. (1997)Is there a causal link from phonological awareness to success in learning to read? (2003)Phonemes, Rimes, Vocabulary, and Grammatical Skills as Foundations of Early Reading Development: Evidence From a Longitudinal Study. (2004)The Modularity of Mind. (1985)Relevance: Communication and Cognition (1986)Knowledge of Language: Its Nature, Origin, and Use. (1988)Origins of the modern mind: three stages in the evolution of culture and cognition (1992)Comorbidity: A network perspective (2010)Toward a second-person neuroscience (2013)Auditory temporal perception, phonics, and reading disabilities in children (1980)Developmental dyslexia: Four consecutive patients with cortical anomalies (1985)To see but not to read; the magnocellular theory of dyslexia (1997)Language‐specific tuning of visual cortex? Functional properties of the Visual Word Form Area (2002)Dyslexia (Specific Reading Disability) (2005)On the Anglocentricities of current reading research and practice: The perils of overreliance on an "outlier" orthography. (2008)A precursor of language acquisition in young infants (1988)On The Language Instinct (1994)Rethinking Innateness: A Connectionist Perspective on Development (1996)The neuronal basis and ontogeny of empathy and mind reading: Review of literature and implications for future research (2006)Brain Mechanisms in Early Language Acquisition (2010)Experimental and Theoretical Approaches to Conscious Processing (2011)A First Language: The Early Stages (1974)Language Learnability and Language Development (1986)Working memory: looking back and looking forward (2003)Working memory (2010)Working Memory: Theories, Models, and Controversies (2011)Reasoning ability is (little more than) working-memory capacity?! (1990)Individual Differences in Working Memory Capacity and What They Tell Us About Controlled Attention, General Fluid Intelligence, and Functions of the Prefrontal Cortex (1999)Neural mechanisms of general fluid intelligence (2003)Improving fluid intelligence with training on working memory (2008)Training and plasticity of working memory (2010)Is working memory training effective? (2012)Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions. (1994)Phonological Recoding and Orthographic Learning: A Direct Test of the Self-Teaching Hypothesis (1999)Beyond phonological skills: broader language skills contribute to the development of reading (2004)The Fine Structure of the Left Periphery (1997)Language within our grasp (1998)Clarifying translanguaging and deconstructing named languages: A perspective from linguistics (2015)Metacognitive theories (1995)Statistical learning of tone sequences by human infants and adults (1999)Language and Theory of Mind: Meta-Analysis of the Relation Between Language Ability and False-belief Understanding (2007)
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References

  • 1962Thought and language20,711 cited
  • 1993Beyond modularity: a developmental perspective on cognitive science2,608 cited
  • 1998The phonological loop as a language learning device.2,200 cited
  • 1992Beyond Modularity2,042 cited
  • 1975Knowledge of Language1,497 cited
  • 2003Increased prefrontal and parietal activity after training of working memory1,317 cited
  • 2001Dyslexia: Cultural Diversity and Biological Unity1,171 cited
  • 1979Does awareness of speech as a sequence of phones arise spontaneously?1,138 cited
  • 2002Functional Neuroimaging of Speech Perception in Infants1,113 cited
  • 2013Phonological Processes in Literacy736 cited
  • 2000A cultural effect on brain function601 cited
  • 2001The power of the written tradition442 cited
  • 2002Developing linguistic literacy: a comprehensive model439 cited
  • 1989Neuropsychological assessment in illiterates: Visuospatial and memory abilities284 cited
  • 2010Scandinavian Journal of Psychology265 cited
  • 1999Selective disorders of reading?207 cited

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