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The Influence of Consistency, Frequency, and Semantics on Learning to Read: An Artificial Orthography Paradigm

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. Green open access

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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
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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