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Kathy Rastle, PhD

Affiliations: 
Psychology Royal Holloway University of London, Egham, England, United Kingdom 
Area:
Cognitive Psychology
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"Kathy Rastle"
Mean distance: 17.15 (cluster 13)
 		SNBCP
Cross-listing: PsychTree

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Parents

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Max Coltheart grad student Royal Holloway University of London

Children

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Jo S H Taylor grad student MRC-CBU

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Publications

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Korochkina M, Marelli M, Brysbaert M, et al. (2024) EXPRESS: The Children and Young People's Books Lexicon (CYP-LEX): A large-scale lexical database of books read by children and young people in the United Kingdom. Quarterly Journal of Experimental Psychology (2006). 17470218241229694
Lee CH, Lally C, Rastle K. (2021) EXPRESS: Masked transposition priming effects are observed in Korean in the same-different task. Quarterly Journal of Experimental Psychology (2006). 1747021821997336
Taylor JSH, Davis MH, Rastle K. (2019) Mapping visual symbols onto spoken language along the ventral visual stream. Proceedings of the National Academy of Sciences of the United States of America
Rastle K. (2019) EPS mid-career prize lecture 2017: Writing systems, reading, and language. Quarterly Journal of Experimental Psychology (2006). 72: 677-692
Rastle K, Lally C, Lee CH. (2019) No flexibility in letter position coding in Korean. Journal of Experimental Psychology. Human Perception and Performance
Ktori M, Mousikou P, Rastle K. (2019) Cues to stress assignment in reading aloud. Journal of Experimental Psychology. General. 147: 36-61
Ulicheva A, Harvey H, Aronoff M, et al. (2018) Skilled readers' sensitivity to meaningful regularities in English writing. Cognition
Yablonski M, Rastle K, Taylor JSH, et al. (2018) Structural properties of the ventral reading pathways are associated with morphological processing in adult English readers. Cortex; a Journal Devoted to the Study of the Nervous System and Behavior
Castles A, Rastle K, Nation K. (2018) Ending the Reading Wars: Reading Acquisition From Novice to Expert. Psychological Science in the Public Interest : a Journal of the American Psychological Society. 19: 5-51
Rastle K, Taylor JSH. (2018) Print-sound regularities are more important than print-meaning regularities in the initial stages of learning to read: Response to Bowers & Bowers (2018). Quarterly Journal of Experimental Psychology (2006). 1747021818775053
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