Jo S H Taylor - Publications

Affiliations: 
MRC Cognition and Brain Sciences Unit, Cambridge, England, United Kingdom 
Area:
Cognitive Neuroscience, Reading Development

6 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2016 Protopapas A, Orfanidou E, Taylor JS, Karavasilis E, Kapnoula EC, Panagiotaropoulou G, Velonakis G, Poulou LS, Smyrnis N, Kelekis D. Evaluating cognitive models of visual word recognition using fMRI: Effects of lexical and sublexical variables. Neuroimage. 128: 328-341. PMID 26806289 DOI: 10.1016/j.neuroimage.2016.01.013  0.72
2014 Taylor JS, Rastle K, Davis MH. Interpreting response time effects in functional imaging studies. Neuroimage. 99: 419-33. PMID 24904992 DOI: 10.1016/j.neuroimage.2014.05.073  0.72
2014 Taylor JS, Rastle K, Davis MH. Distinct neural specializations for learning to read words and name objects. Journal of Cognitive Neuroscience. 26: 2128-54. PMID 24666161 DOI: 10.1162/jocn_a_00614  0.72
2013 Taylor JS, Rastle K, Davis MH. Can cognitive models explain brain activation during word and pseudoword reading? A meta-analysis of 36 neuroimaging studies. Psychological Bulletin. 139: 766-91. PMID 23046391 DOI: 10.1037/a0030266  0.72
2011 Taylor JS, Plunkett K, Nation K. The influence of consistency, frequency, and semantics on learning to read: an artificial orthography paradigm. Journal of Experimental Psychology. Learning, Memory, and Cognition. 37: 60-76. PMID 20919786 DOI: 10.1037/a0020126  0.72
2010 Nation K, Cocksey J, Taylor JS, Bishop DV. A longitudinal investigation of early reading and language skills in children with poor reading comprehension. Journal of Child Psychology and Psychiatry, and Allied Disciplines. 51: 1031-9. PMID 20456536 DOI: 10.1111/j.1469-7610.2010.02254.x  0.72
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