Claudia K. Friedrich, Prof. Dr.
Affiliations: | Faculty of Science | Eberhard Karl University Tübingen, Germany |
Website:
https://uni-tuebingen.de/en/faculties/faculty-of-science/departments/psychology/research-groups/developmental-psychology/department/claudia-friedrich/Google:
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| Hänel-Faulhaber B, Groen MA, Röder B, et al. (2022) Ongoing Sign Processing Facilitates Written Word Recognition in Deaf Native Signing Children. Frontiers in Psychology. 13: 917700 |
| Steil JN, Friedrich CK, Schild U. (2021) No Evidence of Robust Noun-Referent Associations in German-Learning 6- to 14-Month-Olds. Frontiers in Psychology. 12: 718742 |
| Bauch A, Friedrich CK, Schild U. (2021) Phonemic Training Modulates Early Speech Processing in Pre-reading Children. Frontiers in Psychology. 12: 643147 |
| Kessler R, Weber A, Friedrich CK. (2020) Activation of Literal Word Meanings in Idioms: Evidence from Eye-tracking and ERP Experiments. Language and Speech. 23830920943625 |
| Kóbor A, Honbolygó F, Becker ABC, et al. (2018) ERP evidence for implicit L2 word stress knowledge in listeners of a fixed-stress language. International Journal of Psychophysiology : Official Journal of the International Organization of Psychophysiology. 128: 100-110 |
| Schild U, Friedrich CK. (2018) What determines the speed of speech recognition? Evidence from congenitally blind adults. Neuropsychologia. 112: 116-124 |
| Becker A, Schild U, Friedrich CK. (2018) Tracking independence and merging of prosodic and phonemic processing across infancy. Developmental Science. 21 |
| Schild U, Becker AB, Friedrich CK. (2014) Phoneme-free prosodic representations are involved in pre-lexical and lexical neurobiological mechanisms underlying spoken word processing. Brain and Language. 136: 31-43 |
| Schild U, Becker AB, Friedrich CK. (2014) Processing of syllable stress is functionally different from phoneme processing and does not profit from literacy acquisition. Frontiers in Psychology. 5: 530 |
| Becker AB, Schild U, Friedrich CK. (2014) ERP correlates of word onset priming in infants and young children. Developmental Cognitive Neuroscience. 9: 44-55 |