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Rogowsky BA, Calhoun BM, Tallal P. (2020) Providing Instruction Based on Students' Learning Style Preferences Does Not Improve Learning. Frontiers in Psychology. 11: 164 |
Rogowsky BA, Calhoun BM, Tallal P. (2016) Does Modality Matter? The Effects of Reading, Listening, and Dual Modality on Comprehension Sage Open. 6: 215824401666955 |
Rogowsky BA, Calhoun BM, Tallal P. (2015) Matching learning style to instructional method: Effects on comprehension Journal of Educational Psychology. 107: 64-78 |
Zuk J, Ozernov-Palchik O, Kim H, et al. (2013) Enhanced syllable discrimination thresholds in musicians. Plos One. 8: e80546 |
Tallal P. (2013) Fast ForWord®: the birth of the neurocognitive training revolution. Progress in Brain Research. 207: 175-207 |
Rogowsky BA, Papamichalis P, Villa L, et al. (2013) Neuroplasticity-based cognitive and linguistic skills training improves reading and writing skills in college students. Frontiers in Psychology. 4: 137 |
Tallal P. (2012) Improving neural response to sound improves reading. Proceedings of the National Academy of Sciences of the United States of America. 109: 16406-7 |
Tallal P. (2012) Of bats and men. Journal of Neurophysiology. 108: 1545-7 |
Logan J, Petrill SA, Flax J, et al. (2011) Genetic covariation underlying reading, language and related measures in a sample selected for specific language impairment. Behavior Genetics. 41: 651-9 |
Simmons TR, Flax JF, Azaro MA, et al. (2010) Increasing genotype-phenotype model determinism: application to bivariate reading/language traits and epistatic interactions in language-impaired families. Human Heredity. 70: 232-44 |