Marko Nardini

Affiliations: 
University College London, London, United Kingdom 
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"Marko Nardini"
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Children

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Rachael Bedford research assistant Birkbeck
Eliza Burton grad student UCL
Sara Garcia grad student UCL
Rhiannon Thomas grad student UCL
Tessa Dekker post-doc UCL
Pete R. Jones post-doc UCL
James Negen post-doc Durham University
Karin Petrini post-doc UCL
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Publications

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Petrini K, Denis G, Love SA, et al. (2020) Combining the senses: The role of experience- and task-dependent mechanisms in the development of audiovisual simultaneity perception. Journal of Experimental Psychology. Human Perception and Performance
Negen J, Bird LA, King E, et al. (2020) The Difficulty of Effectively Using Allocentric Prior Information in a Spatial Recall Task. Scientific Reports. 10: 7000
Negen J, Bou Ali L, Chere B, et al. (2019) Coding Locations Relative to One or Many Landmarks in Childhood. Plos Computational Biology. 15: e1007380
Negen J, Sandri A, Lee SA, et al. (2019) Boundaries in spatial cognition: Looking like a boundary is more important than being a boundary. Journal of Experimental Psychology. Learning, Memory, and Cognition
Negen J, Chere B, Bird LA, et al. (2019) Sensory cue combination in children under 10 years of age. Cognition. 193: 104014
Jones PR, Landin L, McLean A, et al. (2019) Efficient visual information sampling develops late in childhood. Journal of Experimental Psychology. General. 148: 1138-1152
Nardini M, Dekker TM. (2018) Observer models of perceptual development. The Behavioral and Brain Sciences. 41: e238
Negen J, Wen L, Thaler L, et al. (2018) Bayes-Like Integration of a New Sensory Skill with Vision. Scientific Reports. 8: 16880
Negen J, Roome HE, Keenaghan S, et al. (2018) Effects of two-dimensional versus three-dimensional landmark geometry and layout on young children's recall of locations from new viewpoints. Journal of Experimental Child Psychology. 170: 1-29
Thomas RL, Nardini M, Mareschal D. (2017) The impact of semantically congruent and incongruent visual information on auditory object recognition across development. Journal of Experimental Child Psychology. 162: 72-88
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