Morphological Priming in Children: Disentangling the Effects of School-grade and Reading Skill-Reference-Cited by-同舟云学术

Morphological Priming in Children: Disentangling the Effects of School-grade and Reading Skill

Published:2020-02-24 Issue:6 Volume:24 Page:484-499
ISSN:1088-8438
Container-title:Scientific Studies of Reading
language:en
Short-container-title:Scientific Studies of Reading

Author:

Hasenäcker Jana¹²,Beyersmann Elisabeth³,Schroeder Sascha¹⁴

Affiliation:

1. Reading Education and Development (REaD), Max Planck Institute for Human Development, Berlin, Germany

2. Cognitive Neuroscience Department, International School for Advanced Studies (SISSA), Trieste, Italy

3. Department of Cognitive Science and Macquarie University Centre for Reading, Macquarie University, Sydney, Australia

4. Georg-Elias-Müller-Institut Für Psychologie, Georg-August-Universität Göttingen, Göttingen, Germany

Funder

Agence Nationale de la Recherche

Centre of Excellence in Cognition and its Disorders, Australian Research Council

Deutsche Forschungsgemeinschaft

Publisher

Informa UK Limited

Subject

Psychology (miscellaneous),Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10888438.2020.1729768

Reference42 articles.

1. Morphological Processing as We Know It: An Analytical Review of Morphological Effects in Visual Word Identification

2. Is morphological priming stronger for transparent than opaque words? It depends on individual differences in spelling and vocabulary

3. Mixed-effects modeling with crossed random effects for subjects and items

4. Bates, D., Maechler, M., Bolker, B. & Walker, S. (2014). Lme4: Linear mixed-effects models using Eigen and S4. R package version 1.1-6. Retrieved from http://CRAN.R-project.org/package=lme4

5. Language proficiency and morpho-orthographic segmentation

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