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Psychonomic Bulletin & Review|June 27, 2023
Diversity of narrative context disrupts the early stage of learning the meanings of novel wordsRachael C Hulme, Anisha Begum, Kate Nation, et al.Journal of Experimental Psychology. Learning, Memory, and Cognition|December 13, 2019
The influence of item-level contextual history on lexical and semantic judgments by children and adultsYaling Hsiao, Megan Bird, Helen Norris, et al.Plos One|December 12, 2017
When is working memory important for arithmetic? The impact of strategy and ageLucy Cragg, Sophie Richardson, Paula J Hubber, et al.I-Perception|November 18, 2017
Automaticity in Stimulus-Parity SynaesthesiaTsvetomira Dumbalska, Rebekah C White, Mihaela D Duta, et al.Cognitive Science|March 18, 2024
The Emotional Content of Children's Writing: A Data-Driven ApproachYuzhen Dong, Yaling Hsiao, Nicola Dawson, et al.Journal of Child Language|April 5, 2026
Learning from the Input: A Corpus-Based Investigation of Chinese Classifiers in Children's Books and Child-Directed SpeechJinyu Shi, Yaling Hsiao, Yifan Yang, et al.Plos One|November 6, 2023
Higher level domain specific skills in mathematics; The relationship between algebra, geometry, executive function skills and mathematics achievementJayne Spiller, Sarah Clayton, Lucy Cragg, et al.Child Neuropsychology : a Journal on Normal and Abnormal Development in Childhood and Adolescence|September 20, 2018
Cognitive predictors of parent-rated inattention in very preterm children: The role of working memory and processing speedJenny Retzler, Samantha Johnson, Madeleine Groom, et al.Pediatric Research|November 21, 2012
Mathematics difficulties in extremely preterm children: evidence of a specific deficit in basic mathematics processingVictoria Simms, Camilla Gilmore, Lucy Cragg, et al.Plos One|September 26, 2018
Understanding arithmetic concepts: The role of domain-specific and domain-general skillsCamilla Gilmore, Sarah Clayton, Lucy Cragg, et al.Pageof 11