Marc F. Joanisse

Affiliations: 
University of Western Ontario, London, Ontario, Canada 
Area:
language, reading, language impariments
Website:
http://psychology.uwo.ca/lrcn
Google:
"Marc Joanisse"
Mean distance: 17.14 (cluster 15)
 
SNBCP
Cross-listing: LinguisTree - CSD Tree

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Publications

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Vanden Bosch der Nederlanden CM, Qi X, Sequeira S, et al. (2022) Developmental changes in the categorization of speech and song. Developmental Science. e13346
Wang C, Flemming K, Cortiana G, et al. (2022) Chinese-English bilinguals are more sensitive to environmental sound perception than Spanish-English bilinguals through top-down cognitive mechanism. Biological Psychology. 175: 108449
Moreau CN, Joanisse MF, Mulgrew J, et al. (2022) No statistical learning advantage in children over adults: Evidence from behaviour and neural entrainment. Developmental Cognitive Neuroscience. 57: 101154
Wang C, Flemming K, Yang Z, et al. (2022) Second Language Immersion Experience Could Help the Brain Response to Second Language Reading for Native Chinese Speakers. Journal of Cognitive Neuroscience. 1-9
Desmeules-Trudel F, Joanisse MF. (2022) Learning unfamiliar words and perceiving non-native vowels in a second language: Insights from eye tracking. Acta Psychologica. 226: 103590
Vanden Bosch der Nederlanden CM, Joanisse MF, Grahn JA, et al. (2022) Familiarity modulates neural tracking of sung and spoken utterances. Neuroimage. 252: 119049
Whitford V, Joanisse MF. (2021) Eye Movement Measures of Within-Language and Cross-Language Activation During Reading in Monolingual and Bilingual Children and Adults: A Focus on Neighborhood Density Effects. Frontiers in Psychology. 12: 674007
Cross AM, Ramdajal R, Peters L, et al. (2021) Resting-state functional connectivity and reading subskills in children. Neuroimage. 118529
Nichols ES, Gao Y, Fregni S, et al. (2021) Individual differences in representational similarity of first and second languages in the bilingual brain. Human Brain Mapping
Lou C, Cross AM, Peters L, et al. (2021) Rich-club structure contributes to individual variance of reading skills via feeder connections in children with reading disabilities. Developmental Cognitive Neuroscience. 49: 100957
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