Jo S H Taylor
Affiliations: | MRC Cognition and Brain Sciences Unit, Cambridge, England, United Kingdom |
Area:
Cognitive Neuroscience, Reading DevelopmentGoogle:
"Jo Taylor"Mean distance: 16.26 (cluster 8) | S | N | B | C | P |
Parents
Sign in to add mentor| Kathy Rastle | grad student | MRC-CBU | |
| Kate Nation | grad student | 2005-2009 | Oxford |
| Matthew H. Davis | post-doc | 2009-2013 | MRC-CBU |
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Publications
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| Man H, Parker AJ, Taylor J. (2024) EXPRESS: Flexible Letter-Position Coding in Chinese-English L2 Bilinguals: Evidence from Eye Movements. Quarterly Journal of Experimental Psychology (2006). 17470218241229442 |
| Li J, Wong L, Hulme RC, et al. (2023) EXPRESS: Contextual diversity and anchoring: Null effects on learning word forms and opposing effects on learning word meanings. Quarterly Journal of Experimental Psychology (2006). 17470218231218990 |
| Protopapas A, Orfanidou E, Taylor JS, et al. (2016) Evaluating cognitive models of visual word recognition using fMRI: Effects of lexical and sublexical variables. Neuroimage. 128: 328-341 |
| Taylor JS, Rastle K, Davis MH. (2014) Interpreting response time effects in functional imaging studies. Neuroimage. 99: 419-33 |
| Taylor JS, Rastle K, Davis MH. (2014) Distinct neural specializations for learning to read words and name objects. Journal of Cognitive Neuroscience. 26: 2128-54 |
| Taylor JS, Rastle K, Davis MH. (2013) Can cognitive models explain brain activation during word and pseudoword reading? A meta-analysis of 36 neuroimaging studies. Psychological Bulletin. 139: 766-91 |
| Taylor JS, Plunkett K, Nation K. (2011) 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 |
| Nation K, Cocksey J, Taylor JS, et al. (2010) 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 |