Rita G. Rudel
Affiliations: | Columbia University, New York, NY |
Area:
NeuropsychologyGoogle:
"Rita Rudel"Bio:
trained under Hans Lukas Teuber
Mean distance: 13.35 (cluster 23) | S | N | B | C | P |
Cross-listing: PsychTree
Children
Sign in to add traineeRobert M. Bilder | grad student | 1981-1982 | Columbia |
Andrew S. Hermann | grad student | 1982-1982 | Columbia University Medical School |
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Publications
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Teuber HL, Rudel RG. (2008) Behaviour after cerebral lesions in children and adults. 1962. Developmental Medicine and Child Neurology. 50: 324 |
Wilsher CR, Bennett D, Chase CH, et al. (1987) Piracetam and dyslexia: Effects on reading tests Journal of Clinical Psychopharmacology. 7: 230-237 |
Broman M, Rudel RG, Helfgott E, et al. (1986) Inter- and intrahemispheric processing of letter stimuli by dyslexic children and normal readers. Cortex; a Journal Devoted to the Study of the Nervous System and Behavior. 22: 447-59 |
Broman M, Rudel RG, Helfgott E, et al. (1985) Inter- and intrahemispheric processing of visual and auditory stimuli by dyslexic children and normal readers. The International Journal of Neuroscience. 26: 27-38 |
Di Ianni M, Wilsher CR, Blank MS, et al. (1985) The effects of piracetam in children with dyslexia Journal of Clinical Psychopharmacology. 5: 272-278 |
Halperin JM, Gittelman R, Klein DF, et al. (1984) Reading-disabled hyperactive children: a distinct subgroup of attention deficit disorder with hyperactivity? Journal of Abnormal Child Psychology. 12: 1-14 |
Rudel RG, Healey J, Denckla MB. (1984) Development of motor co-ordination by normal left-handed children. Developmental Medicine and Child Neurology. 26: 104-11 |
Helfgott E, Rudel RG, Krieger J. (1984) Effect of piracetam on the single word and prose reading of dyslexic children. Psychopharmacology Bulletin. 20: 688-90 |
Rudel RG, Denckla MB, Broman M, et al. (1980) Word-finding as a function of stimulus context: children compared with aphasic adults. Brain and Language. 10: 111-9 |
Rudel RG, Denckla MB, Broman M. (1978) Rapid silent response to repeated target symbols by dyslexic and nondyslexic children. Brain and Language. 6: 52-62 |