Browse by UCL people
Group by: Type | Date
Jump to: Article
Number of items: 21.
Article
Bathelt, Joe;
Rastle, Kathleen;
Taylor, JSH;
(2024)
Relationship between resting state functional connectivity and reading-related behavioural measures in 69 adults.
Neurobiology of Language
pp. 1-42.
10.1162/nol_a_00146.
(In press).
|
|
Chang, Y-N;
Taylor, JSH;
Rastle, K;
Monaghan, P;
(2020)
The relationships between oral language and reading instruction: Evidence from a computational model of reading.
Cognitive Psychology
, 123
, Article 101336. 10.1016/j.cogpsych.2020.101336.
(In press).
|
 |
|
Havas, V;
Taylor, J;
Vaquero, L;
de Diego-Balaguer, R;
Rodríguez-Fornells, A;
Davis, MH;
(2018)
Semantic and phonological schema influence spoken word learning and overnight consolidation.
Quarterly Journal of Experimental Psychology
, 71
(6)
pp. 1469-1481.
10.1080/17470218.2017.1329325.
|
|
|
Hulme, Rachael C;
Shapiro, Laura R;
Taylor, JSH;
(2022)
Learning new words through reading: do robust spelling–sound mappings boost learning of word forms and meanings?
Royal Society Open Science
, 9
(12)
, Article 210555. 10.1098/rsos.210555.
|
|
Hulme, RC;
Webber, CE;
Fox, AC;
Ricketts, J;
National Family Learning Forum;
Shapiro, LR;
Taylor, J;
(2022)
Do family learning phonics courses improve parents’ reading-related skills and ability to support their children’s reading?
Journal of Research in Reading
10.1111/1467-9817.12377.
(In press).
|
|
Lally, C;
Taylor, JSH;
Lee, CH;
Rastle, K;
(2020)
Shaping the precision of letter position coding by varying properties of a writing system.
Language, Cognition and Neuroscience
, 35
(3)
pp. 374-382.
10.1080/23273798.2019.1663222.
|
|
Li, Jiayin;
Wong, Louise;
Hulme, Rachael Catherine;
Joseph, Holly;
Kyle, Fiona E;
Taylor, Jo;
Rodrigues, Catarina;
(2023)
EXPRESS: Contextual diversity and anchoring: Null effects on learning word forms and opposing effects on learning word meanings.
Quarterly Journal of Experimental Psychology
10.1177/17470218231218990.
(In press).
|
|
Man, Hillarie;
Parker, Adam J;
Taylor, Jo;
(2024)
EXPRESS: Flexible Letter-Position Coding in Chinese-English L2 Bilinguals: Evidence from Eye Movements.
Quarterly Journal of Experimental Psychology
10.1177/17470218241229442.
(In press).
|
|
Norman, Rebecca;
Hulme, Rachael C;
Sarantopoulos, Christina;
Chandran, Varsha;
Shen, Hantong;
Rodd, Jennifer M;
Joseph, Holly;
(2022)
Contextual diversity during word learning through reading benefits generalisation of learned meanings to new contexts.
Quarterly Journal of Experimental Psychology
, 76
(7)
pp. 1658-1671.
10.1177/17470218221126976.
|
|
Qiu, Yani;
Griffiths, Sarah;
Norbury, Courtenay;
Taylor, JSH;
(2023)
Inhibitory control predicts growth in irregular word reading: Evidence from a large-scale longitudinal study.
Developmental Psychology
10.1037/dev0001563.
(In press).
|
|
Quinn, C;
Taylor, JSH;
Davis, MH;
(2017)
Learning and retrieving holistic and componential visual-verbal associations in reading and object naming.
Neuropsychologia
, 98
pp. 68-84.
10.1016/j.neuropsychologia.2016.09.025.
|
|
|
Rastle, K;
Lally, C;
Davis, MH;
Taylor, JSH;
(2021)
The Dramatic Impact of Explicit Instruction on Learning to Read in a New Writing System.
Psychological Science
10.1177/0956797620968790.
(In press).
|
|
|
Sagi, Romi;
Taylor, JSH;
Neophytou, Kyriaki;
Cohen, Tamar;
Rapp, Brenda;
Rastle, Kathy;
Ben-Shachar, Michal;
(2024)
White matter associations with spelling performance.
Brain Structure and Function
10.1007/s00429-024-02775-7.
(In press).
|
|
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.
|
|
|
Taylor, JSH;
Davis, MH;
Rastle, K;
(2019)
Mapping visual symbols onto spoken language along the ventral visual stream.
Proceedings of the National Academy of Sciences of the United States of America
, 116
(36)
pp. 17723-17728.
10.1073/pnas.1818575116.
|
|
|
Taylor, JSH;
Davis, MH;
Rastle, K;
(2017)
Comparing and Validating Methods of Reading Instruction Using Behavioural and Neural Findings in an Artificial Orthography.
Journal of Experimental Psychology: General
, 146
(6)
pp. 826-858.
10.1037/xge0000301.
|
|
|
Taylor, JSH;
Duff, FJ;
Woollams, AM;
Monaghan, P;
Ricketts, J;
(2015)
How Word Meaning Influences Word Reading.
Current Directions in Psychological Science
, 24
(4)
pp. 322-328.
10.1177/0963721415574980.
|
|
|
Taylor, JSH;
Rastle, K;
Davis, MH;
(2014)
Interpreting response time effects in functional imaging studies.
NeuroImage
, 99
pp. 419-433.
10.1016/j.neuroimage.2014.05.073.
|
|
|
Taylor, JSH;
Rastle, K;
Davis, MH;
(2014)
Distinct Neural Specializations for Learning to Read Words and Name Objects.
Journal of Cognitive Neuroscience
, 26
(9)
pp. 2128-2154.
10.1162/jocn_a_00614.
|
|
|
Taylor, JSH;
Rastle, K;
Davis, MH;
(2013)
Can cognitive models explain brain activation during word and pseudoword reading? A meta-analysis of 36 neuroimaging studies.
Psychological Bulletin
, 139
(4)
pp. 766-791.
10.1037/a0030266.
|
|
|
Yablonski, M;
Rastle, K;
Taylor, JSH;
Ben-Shachar, M;
(2019)
Structural properties of the ventral reading pathways are associated with morphological processing in adult English readers.
Cortex
, 116
pp. 268-285.
10.1016/j.cortex.2018.06.011.
|
|
