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Journal of Psycholinguistic Research|March 22, 2022
Cognitive control in processing ambiguous idioms: evidence from a self-paced reading studyTamar Arnon, Michal LavidorJournal of Psycholinguistic Research|February 3, 2022
The Impact of L2 English Learners' Belief about an Interlocutor's English Proficiency on L2 Phonetic AccommodationFan Jiang, Shelia KennisonJournal of Psycholinguistic Research|April 3, 2022
Is Phonology Embodied? Evidence from Mechanical StimulationIris Berent, Melanie PlattJournal of Psycholinguistic Research|March 11, 2022
Modality Effects Examined by Means of an Online Sentence-Picture Comparison TaskJoachim Reinwein, Serge TasséJournal of Psycholinguistic Research|March 2, 2022
The Validity and Reliability of the Language Battery in Comprehensive Aphasia Test-Turkish (CAT-TR)Şevket Özdemir, İlknur Maviş, Aylin Müge TunçerJournal of Psycholinguistic Research|March 4, 2022
The Same yet Different: Oral and Silent Reading in Children and Adolescents with DyslexiaMadelon van den Boer, Loes Bazen, Elise de BreeJournal of Psycholinguistic Research|March 8, 2022
Korean-english Bilingual Children's Stress Cue Sensitivity and its Relationship with Reading in EnglishJeong Hyun Park, Li-Jen Kuo, Quentin Dixon, et al.Journal of Psycholinguistic Research|February 11, 2022
Exploring EFL Learners' Metaphorical Conceptions of Language Learning: A Multimodal AnalysisLi Xu, Azam Naserpour, Afsheen Rezai, et al.Journal of Psycholinguistic Research|March 10, 2000
On bound variable interpretations: the LF-only hypothesisL Frazier, C CliftonJournal of Psycholinguistic Research|March 10, 2000
Activation of syntactic information during language productionM J Pickering, H P Branigan, A A Cleland, et al.Pageof 168