Kathy Rastle, PhD

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

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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
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
Taylor JSH, Davis MH, Rastle K. (2017) Comparing and Validating Methods of Reading Instruction Using Behavioural and Neural Findings in an Artificial Orthography. Journal of Experimental Psychology. General
Tamminen J, Rastle K, Darby J, et al. (2015) The impact of music on learning and consolidation of novel words. Memory (Hove, England). 1-15
Ktori M, Tree JJ, Mousikou P, et al. (2015) Prefixes repel stress in reading aloud: Evidence from surface dyslexia. Cortex; a Journal Devoted to the Study of the Nervous System and Behavior. 74: 191-205
Mousikou P, Rastle K. (2015) Lexical frequency effects on articulation: a comparison of picture naming and reading aloud. Frontiers in Psychology. 6: 1571
Hawkins EA, Rastle K. (2015) How does the provision of semantic information influence the lexicalization of new spoken words? Quarterly Journal of Experimental Psychology (2006). 1-18
Tamminen J, Davis MH, Rastle K. (2015) From specific examples to general knowledge in language learning. Cognitive Psychology. 79: 1-39
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