Taylor, JSH;
Plunkett, K;
Nation, K;
(2011)
The Influence of Consistency, Frequency, and Semantics on Learning to Read: An Artificial Orthography Paradigm.
JOURNAL OF EXPERIMENTAL PSYCHOLOGY-LEARNING MEMORY AND COGNITION
, 37
(1)
pp. 60-76.
10.1037/a0020126.
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| Type: | Article |
|---|---|
| Title: | The Influence of Consistency, Frequency, and Semantics on Learning to Read: An Artificial Orthography Paradigm |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1037/a0020126 |
| Keywords: | Social Sciences, Psychology, Psychology, Experimental, artificial orthography, reading, statistical learning, semantics, lexical phonology, VISUAL WORD RECOGNITION, SPELLING-SOUND CONSISTENCY, LEXICAL-DECISION, DUAL-ROUTE, TIME-COURSE, SURFACE DYSLEXIA, ACQUISITION, ALOUD, AGE, MODELS |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Language and Cognition |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10081017 |
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