Teresa M. Schubert

2015-2018 Cognitive Science Macquarie University, Macquarie Park, New South Wales, Australia 
 2018- Psychology Harvard University, Cambridge, MA, United States 
reading, cognitive neuropsychology, spelling
"Teresa Schubert"
Mean distance: 16.33 (cluster 23)


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Michael McCloskey grad student 2009-2015 Johns Hopkins
Brenda Rapp grad student 2009-2015 Johns Hopkins
Alfonso Caramazza post-doc 2018- Harvard
Lyndsey Nickels post-doc 2015-2018 Macquarie University
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Schubert TM, Rothlein D, Brothers T, et al. (2020) Lack of awareness despite complex visual processing: Evidence from event-related potentials in a case of selective metamorphopsia. Proceedings of the National Academy of Sciences of the United States of America
Schubert TM, Cohen T, Fischer-Baum S. (2020) Reading the written language environment: Learning orthographic structure from statistical regularities Journal of Memory and Language. 114: 104148
Schubert T, Rothlein D, Rapp B. (2019) How do we recognize letters as visual objects? Journal of Vision. 19: 4a
McCloskey M, Reilhac C, Schubert T. (2018) A deficit in post-graphemic writing processes: Evidence for a graphomotor buffer. Cognitive Neuropsychology. 35: 430-457
Schubert T, Reilhac C, McCloskey M. (2018) Knowledge about writing influences reading: Dynamic visual information about letter production facilitates letter identification. Cortex; a Journal Devoted to the Study of the Nervous System and Behavior. 103: 302-315
Marinus E, Mostard M, Segers E, et al. (2016) A Special Font for People with Dyslexia: Does it Work and, if so, why? Dyslexia (Chichester, England)
Schubert T, Nickels L. (2015) Nonlinear spelling in graphemic buffer deficit. Cognitive Neuropsychology. 32: 431-41
Schubert T, McCloskey M. (2015) Recognition of oral spelling is diagnostic of the central reading processes. Cognitive Neuropsychology. 32: 80-8
McCloskey M, Schubert T. (2014) Shared versus separate processes for letter and digit identification. Cognitive Neuropsychology. 31: 437-60
McCloskey M, Fischer-Baum S, Schubert T. (2013) Representation of letter position in single-word reading: evidence from acquired dyslexia. Cognitive Neuropsychology. 30: 396-428
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