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Xenia Schmalz
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Getting to the bottom of orthographic depth
X Schmalz, E Marinus, M Coltheart, A Castles
Psychonomic Bulletin & Review 22 (6), 1614-1629, 2015
1482015
Statistical learning and dyslexia: A systematic review
X Schmalz, G Altoè, C Mulatti
Annals of Dyslexia 67 (2), 147-162, 2017
732017
Effectiveness of spelling interventions for learners with dyslexia: A meta-analysis and systematic review
K Galuschka, R Görgen, J Kalmar, S Haberstroh, X Schmalz, ...
Educational Psychologist 55 (1), 1-20, 2020
652020
Is statistical learning ability related to reading ability, and if so, why?
X Schmalz, K Moll, C Mulatti, G Schulte-Körne
Scientific Studies of Reading 23 (1), 64-76, 2019
462019
Phonological decoding or direct access? Regularity effects in lexical decisions of Grade 3 and 4 children
X Schmalz, E Marinus, A Castles
Quarterly Journal of Experimental Psychology 66 (2), 338-346, 2013
382013
What is a Bayes factor?
X Schmalz, J Biurrun Manresa, L Zhang
Psychological methods, 2021
252021
Unpredictability and complexity of print-to-speech correspondences increase reliance on lexical processes: More evidence for the orthographic depth hypothesis
X Schmalz, E Beyersmann, E Cavalli, E Marinus
Journal of Cognitive Psychology 28 (6), 658-672, 2016
252016
German and English bodies: No evidence for cross-linguistic differences in preferred orthographic grain size
X Schmalz, S Robidoux, A Castles, M Coltheart, E Marinus
Collabra: Psychology 3 (1), 2017
172017
Quantifying the reliance on different sublexical correspondences in German and English
X Schmalz, E Marinus, S Robidoux, S Palethorpe, A Castles, M Coltheart
Journal of Cognitive Psychology 26 (8), 831-852, 2014
162014
Order among chaos: Cross-linguistic differences and developmental trajectories in pseudoword reading aloud using pronunciation Entropy
E De Simone, E Beyersmann, C Mulatti, J Mirault, X Schmalz
PloS one 16 (5), e0251629, 2021
92021
Busting a myth with the Bayes Factor: Effects of letter bigram frequency in visual lexical decision do not reflect reading processes
X Schmalz, C Mulatti
The Mental Lexicon 12 (2), 263-282, 2018
92018
Variations in the use of simple and context-sensitive grapheme-phoneme correspondences in English and German developing readers
X Schmalz, S Robidoux, A Castles, E Marinus
Annals of dyslexia 70 (2), 180-199, 2020
62020
Two distinct parsing stages in nonword reading aloud: Evidence from Russian
X Schmalz, A Porshnev, E Marinus
The Quarterly Journal of Experimental Psychology, 1-34, 2016
52016
What do artificial orthography learning tasks actually measure? Correlations within and across tasks
X Schmalz, G Schulte-Körne, E de Simone, K Moll
Journal of cognition 4 (1), 2021
32021
The power is in collaboration: Developing international networks to increase the reproducibility of science
X Schmalz
The Winnower 3 (e146178. 82672), 2016
32016
Effects of complexity and unpredictability on the learning of an artificial orthography
X Schmalz, C Mulatti, G Schulte-Körne, K Moll
Cortex 152, 1-20, 2022
22022
Do faster learners know more? Orthographic learning and knowledge, sensitivity to graphotactic regularities, spelling accuracy, and reading ability in German primary school …
X Schmalz, H Mehlhase, K Moll, G Schulte-Körne, HC Wang
22019
Distinguishing Target From Distractor in Stroop, Picture–Word, and Word–Word Interference Tasks
X Schmalz, B Treccani, C Mulatti
Frontiers in Psychology 6, 2015
22015
Developmental Dyslexia, Reading Acquisition, and Statistical Learning: A Sceptic’s Guide
X Schmalz, B Treccani, C Mulatti
Brain Sciences 11 (9), 1143, 2021
12021
Methodological and theoretical issues in cross-linguistic reading research
X Schmalz
Sydney, Australia: Macquarie University, 2015
12015
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Artikelen 1–20