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Frontiers in Psychology
|
November 9, 2018
Does Extreme Language Control Training Improve Cognitive Control? A Comparison of Professional Interpreters, L2 Teachers and Monolinguals
Lize Van der Linden, Eowyn Van de Putte, Evy Woumans, et al.
Developmental Science
|
December 19, 2017
Children retain implicitly learned phonological sequences better than adults: a longitudinal study
Eleonore H M Smalle, Mike P A Page, Wouter Duyck, et al.
Journal of Experimental Psychology. General
|
January 12, 2011
Frequency drives lexical access in reading but not in speaking: the frequency-lag hypothesis
Tamar H Gollan, Timothy J Slattery, Diane Goldenberg, et al.
Memory (Hove, England)
|
February 14, 2014
Increased susceptibility to proactive interference in adults with dyslexia?
Louisa Bogaerts, Arnaud Szmalec, Wibke M Hachmann, et al.
Cortex; a Journal Devoted to the Study of the Nervous System and Behavior
|
January 2, 2018
Anatomical and functional changes in the brain after simultaneous interpreting training: A longitudinal study
Eowyn Van de Putte, Wouter De Baene, Lorna García-Pentón, et al.
Cognition & Emotion
|
February 17, 2016
Mapping the interplay among cognitive biases, emotion regulation, and depressive symptoms
Jonas Everaert, Ivan Grahek, Wouter Duyck, et al.
Journal of Speech, Language, and Hearing Research : JSLHR
|
April 24, 2023
Effects of Healthy Aging and Gender on the Electrophysiological Correlates of Semantic Sentence Comprehension: The Development of Dutch Normative Data
Elissa-Marie Cocquyt, Emma Depuydt, Patrick Santens, et al.
Neurocase
|
October 2, 2019
Category specific recall in acute stroke: a case with letter speech
Miet De Letter, John Van Borsel, Ellen Lanckmans, et al.
Psychological Science
|
July 26, 2015
Can Faces Prime a Language?
Evy Woumans, Clara D Martin, Charlotte Vanden Bulcke, et al.
Frontiers in Psychology
|
January 19, 2016
Can Chunk Size Differences Explain Developmental Changes in Lexical Learning?
Eleonore H M Smalle, Louisa Bogaerts, Morgane Simonis, et al.
Page
of 8
Search research articles
Search
Showing results (61-70 of 78) with videos related to
Sort By:
Page
of 8
Frontiers in Psychology
|
November 9, 2018
Does Extreme Language Control Training Improve Cognitive Control? A Comparison of Professional Interpreters, L2 Teachers and Monolinguals
Lize Van der Linden, Eowyn Van de Putte, Evy Woumans, et al.
Developmental Science
|
December 19, 2017
Children retain implicitly learned phonological sequences better than adults: a longitudinal study
Eleonore H M Smalle, Mike P A Page, Wouter Duyck, et al.
Journal of Experimental Psychology. General
|
January 12, 2011
Frequency drives lexical access in reading but not in speaking: the frequency-lag hypothesis
Tamar H Gollan, Timothy J Slattery, Diane Goldenberg, et al.
Memory (Hove, England)
|
February 14, 2014
Increased susceptibility to proactive interference in adults with dyslexia?
Louisa Bogaerts, Arnaud Szmalec, Wibke M Hachmann, et al.
Cortex; a Journal Devoted to the Study of the Nervous System and Behavior
|
January 2, 2018
Anatomical and functional changes in the brain after simultaneous interpreting training: A longitudinal study
Eowyn Van de Putte, Wouter De Baene, Lorna García-Pentón, et al.
Cognition & Emotion
|
February 17, 2016
Mapping the interplay among cognitive biases, emotion regulation, and depressive symptoms
Jonas Everaert, Ivan Grahek, Wouter Duyck, et al.
Journal of Speech, Language, and Hearing Research : JSLHR
|
April 24, 2023
Effects of Healthy Aging and Gender on the Electrophysiological Correlates of Semantic Sentence Comprehension: The Development of Dutch Normative Data
Elissa-Marie Cocquyt, Emma Depuydt, Patrick Santens, et al.
Neurocase
|
October 2, 2019
Category specific recall in acute stroke: a case with letter speech
Miet De Letter, John Van Borsel, Ellen Lanckmans, et al.
Psychological Science
|
July 26, 2015
Can Faces Prime a Language?
Evy Woumans, Clara D Martin, Charlotte Vanden Bulcke, et al.
Frontiers in Psychology
|
January 19, 2016
Can Chunk Size Differences Explain Developmental Changes in Lexical Learning?
Eleonore H M Smalle, Louisa Bogaerts, Morgane Simonis, et al.
Page
of 8