Learning to read facilitates the retrieval of phonological representations in rapid automatized naming: Evidence from unschooled illiterate, ex-illiterate, and schooled literate adults
Author:
Affiliation:
1. Faculdade de Psicologia; Universidade de Lisboa; Lisbon Portugal
2. Max Planck Institute for Psycholinguistics; Nijmegen The Netherlands
Funder
Fundação para a Ciência e a Tecnologia
Fundação Bial
Universidade de Lisboa
Project VOrtEx
Publisher
Wiley
Subject
Cognitive Neuroscience,Developmental and Educational Psychology
Link
http://onlinelibrary.wiley.com/wol1/doi/10.1111/desc.12783/fullpdf
Reference69 articles.
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2. The (in)dependence of articulation and lexical planning during isolated word production;Buz;Language, Cognition and Neuroscience,2016
3. Different patterns, but equivalent predictors, of growth in reading in consistent and inconsistent orthographies;Caravolas;Psychological Science,2013
4. Measurement properties of subjective magnitude estimates of word frequency;Carroll;Journal of Verbal Learning and Verbal Behavior,1971
5. Competition and cooperation among similar representations: Toward a unified account of facilitative and inhibitory effects of lexical neighbors;Chen;Psychological Review,2012
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