These tools will no longer be maintained as of December 31, 2024. Archived website can be found here. PubMed4Hh GitHub repository can be found here. Contact NLM Customer Service if you have questions.


BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

140 related articles for article (PubMed ID: 28586354)

  • 21. Watching the brain during meaning acquisition.
    Mestres-Missé A; Rodriguez-Fornells A; Münte TF
    Cereb Cortex; 2007 Aug; 17(8):1858-66. PubMed ID: 17056648
    [TBL] [Abstract][Full Text] [Related]  

  • 22. Lexical quality in the brain: ERP evidence for robust word learning from context.
    Frishkoff GA; Perfetti CA; Collins-Thompson K
    Dev Neuropsychol; 2010; 35(4):376-403. PubMed ID: 20614356
    [TBL] [Abstract][Full Text] [Related]  

  • 23. What is semantic diversity and why does it facilitate visual word recognition?
    Cevoli B; Watkins C; Rastle K
    Behav Res Methods; 2021 Feb; 53(1):247-263. PubMed ID: 32666392
    [TBL] [Abstract][Full Text] [Related]  

  • 24. Effects of semantic reinforcement, semantic discrimination, and affix frequency on new word learning in skilled and less skilled readers in Grades 6 to 12.
    Barnes MA; Davis C; Kulesz P; Francis D
    J Exp Child Psychol; 2021 May; 205():105083. PubMed ID: 33524642
    [TBL] [Abstract][Full Text] [Related]  

  • 25. The ERP signature of the contextual diversity effect in visual word recognition.
    Vergara-Martínez M; Comesaña M; Perea M
    Cogn Affect Behav Neurosci; 2017 Jun; 17(3):461-474. PubMed ID: 28050804
    [TBL] [Abstract][Full Text] [Related]  

  • 26. Implicit and explicit mechanisms of word learning in a narrative context: an event-related potential study.
    Batterink L; Neville H
    J Cogn Neurosci; 2011 Nov; 23(11):3181-96. PubMed ID: 21452941
    [TBL] [Abstract][Full Text] [Related]  

  • 27. The Impact of Dose and Dose Frequency on Word Learning by Kindergarten Children With Developmental Language Disorder During Interactive Book Reading.
    Storkel HL; Komesidou R; Pezold MJ; Pitt AR; Fleming KK; Romine RS
    Lang Speech Hear Serv Sch; 2019 Oct; 50(4):518-539. PubMed ID: 31600474
    [TBL] [Abstract][Full Text] [Related]  

  • 28. Do Spanish children use the syllable in visual word recognition in learning to read?
    Jiménez JE; García E; O'Shanahan I; Rojas E
    Span J Psychol; 2010 May; 13(1):63-74. PubMed ID: 20480678
    [TBL] [Abstract][Full Text] [Related]  

  • 29. Learning word meanings during reading: effects of phonological and semantic cues on children with language impairment.
    Steele SC; Willoughby LM; Mills MT
    Int J Speech Lang Pathol; 2013 Apr; 15(2):184-97. PubMed ID: 22934530
    [TBL] [Abstract][Full Text] [Related]  

  • 30. Accounting for item-level variance in recognition memory: Comparing word frequency and contextual diversity.
    Johns BT
    Mem Cognit; 2022 Jul; 50(5):1013-1032. PubMed ID: 34811640
    [TBL] [Abstract][Full Text] [Related]  

  • 31. In search of perceptual influences of sentence context on word recognition.
    Jordan TR; Thomas SM
    J Exp Psychol Learn Mem Cogn; 2002 Jan; 28(1):34-45. PubMed ID: 11827086
    [TBL] [Abstract][Full Text] [Related]  

  • 32. Training reading fluency in dysfluent readers with high reading accuracy: word specific effects but low transfer to untrained words.
    Thaler V; Ebner EM; Wimmer H; Landerl K
    Ann Dyslexia; 2004 Jun; 54(1):89-113. PubMed ID: 15765005
    [TBL] [Abstract][Full Text] [Related]  

  • 33. The effect of normative context variability on recognition memory.
    Steyvers M; Malmberg KJ
    J Exp Psychol Learn Mem Cogn; 2003 Sep; 29(5):760-6. PubMed ID: 14516211
    [TBL] [Abstract][Full Text] [Related]  

  • 34. Reading and lexicalization in opaque and transparent orthographies: Word naming and word learning in English and Spanish.
    Kwok RK; Cuetos F; Avdyli R; Ellis AW
    Q J Exp Psychol (Hove); 2017 Oct; 70(10):2105-2129. PubMed ID: 27609455
    [TBL] [Abstract][Full Text] [Related]  

  • 35. Auditory word perception in sentence context in reading-disabled children.
    Mody M; Wehner DT; Ahlfors SP
    Neuroreport; 2008 Oct; 19(16):1567-71. PubMed ID: 18815588
    [TBL] [Abstract][Full Text] [Related]  

  • 36. Opposing effects of semantic diversity in lexical and semantic relatedness decisions.
    Hoffman P; Woollams AM
    J Exp Psychol Hum Percept Perform; 2015 Apr; 41(2):385-402. PubMed ID: 25751041
    [TBL] [Abstract][Full Text] [Related]  

  • 37. Lexical effects on spoken-word recognition in children with normal hearing.
    Krull V; Choi S; Kirk KI; Prusick L; French B
    Ear Hear; 2010 Feb; 31(1):102-14. PubMed ID: 19701087
    [TBL] [Abstract][Full Text] [Related]  

  • 38. Word-learning performance in beginning readers.
    Nilsen E; Bourassa D
    Can J Exp Psychol; 2008 Jun; 62(2):110-6. PubMed ID: 18572988
    [TBL] [Abstract][Full Text] [Related]  

  • 39. Does language learning disability in school-age children affect semantic word learning when reading?
    Steele SC
    Int J Speech Lang Pathol; 2015 Apr; 17(2):172-84. PubMed ID: 25615548
    [TBL] [Abstract][Full Text] [Related]  

  • 40. Remembering words not presented in sentences: how study context changes patterns of false memories.
    Matzen LE; Benjamin AS
    Mem Cognit; 2009 Jan; 37(1):52-64. PubMed ID: 19103975
    [TBL] [Abstract][Full Text] [Related]  

    [Previous]   [Next]    [New Search]
    of 7.