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Journal of Experimental Child Psychology|March 1, 2003
Genetic and environmental influences on individual differences in printed word recognitionJavier Gayán, Richard K OlsonJournal of Experimental Child Psychology|October 16, 2002
"I saw it with my own ears": the effects of peer conversations on preschoolers' reports of nonexperienced eventsGabrielle F Principe, Stephen J CeciJournal of Experimental Child Psychology|October 16, 2002
Heuristic and analytic processing: age trends and associations with cognitive ability and cognitive stylesJudite V Kokis, Robyn Macpherson, Maggie E Toplak, et al.Journal of Experimental Child Psychology|November 1, 2002
Relations among musical skills, phonological processing, and early reading ability in preschool childrenSima H Anvari, Laurel J Trainor, Jennifer Woodside, et al.Journal of Experimental Child Psychology|December 10, 2002
Newborns' recognition of changing and unchanging aspects of schematic facesChiara Turati, Francesca SimionJournal of Experimental Child Psychology|July 3, 2002
Developmental patterns in priming and familiarity in explicit recollectionRebecca L Billingsley, Mary Lou Smith, Mary Pat McAndrewsJournal of Experimental Child Psychology|April 25, 2003
What do children do in the rime-analogy task? An examination of the skills and strategies used by early readersLynne Roberts, Siné McDougallJournal of Experimental Child Psychology|January 30, 2003
Infants' learning, memory, and generalization of learning for bimodal eventsBarbara A Morrongiello, Jennifer Lasenby, Naomi LeeJournal of Experimental Child Psychology|June 26, 2002
Phoneme awareness is a better predictor of early reading skill than onset-rime awarenessCharles Hulme, Peter J Hatcher, Kate Nation, et al.Journal of Experimental Child Psychology|June 26, 2002
It doesn't matter whether onset and rime predicts reading better than phoneme awareness does or vice versaPeter BryantPageof 396