| Year |
Citation |
Score |
| 2022 |
Schmalz X, Mulatti C, Schulte-Körne G, Moll K. Effects of complexity and unpredictability on the learning of an artificial orthography. Cortex; a Journal Devoted to the Study of the Nervous System and Behavior. 152: 1-20. PMID 35487148 DOI: 10.1016/j.cortex.2022.03.014 |
0.692 |
|
| 2021 |
Schmalz X, Treccani B, Mulatti C. Developmental Dyslexia, Reading Acquisition, and Statistical Learning: A Sceptic's Guide. Brain Sciences. 11. PMID 34573165 DOI: 10.3390/brainsci11091143 |
0.676 |
|
| 2021 |
De Simone E, Beyersmann E, Mulatti C, Mirault J, Schmalz X. Order among chaos: Cross-linguistic differences and developmental trajectories in pseudoword reading aloud using pronunciation Entropy. Plos One. 16: e0251629. PMID 34010357 DOI: 10.1371/journal.pone.0251629 |
0.646 |
|
| 2021 |
Schmalz X, Schulte-Körne G, de Simone E, Moll K. What Do Artificial Orthography Learning Tasks Actually Measure? Correlations Within and Across Tasks. Journal of Cognition. 4: 7. PMID 33511326 DOI: 10.5334/joc.144 |
0.512 |
|
| 2020 |
Schmalz X, Robidoux S, Castles A, Marinus E. Variations in the use of simple and context-sensitive grapheme-phoneme correspondences in English and German developing readers. Annals of Dyslexia. PMID 31955322 DOI: 10.1007/S11881-019-00189-3 |
0.366 |
|
| 2018 |
Schmalz X, Moll K, Mulatti C, Schulte-Körne G. Is Statistical Learning Ability Related to Reading Ability, and If So, Why? Scientific Studies of Reading. 23: 64-76. DOI: 10.1080/10888438.2018.1482304 |
0.692 |
|
| 2017 |
Schmalz X, Altoè G, Mulatti C. Statistical learning and dyslexia: a systematic review. Annals of Dyslexia. 67: 147-162. PMID 27766563 DOI: 10.1007/s11881-016-0136-0 |
0.684 |
|
| 2017 |
Schmalz X, Robidoux S, Castles A, Coltheart M, Marinus E. German and English Bodies: No Evidence for Cross-Linguistic Differences in Preferred Orthographic Grain Size Collabra: Psychology. 3: 5. DOI: 10.1525/collabra.72 |
0.425 |
|
| 2017 |
Schmalz X, Mulatti C. Busting a myth with the Bayes Factor The Mental Lexicon. 12: 263-282. DOI: 10.1075/ML.17009.SCH |
0.631 |
|
| 2016 |
Schmalz X, Beyersmann E, Cavalli E, Marinus E. Unpredictability and complexity of print-to-speech correspondences increase reliance on lexical processes: more evidence for the orthographic depth hypothesis Journal of Cognitive Psychology. 28: 658-672. DOI: 10.1080/20445911.2016.1182172 |
0.366 |
|
| 2015 |
Schmalz X, Treccani B, Mulatti C. Distinguishing Target From Distractor in Stroop, Picture-Word, and Word-Word Interference Tasks. Frontiers in Psychology. 6: 1858. PMID 26696927 DOI: 10.3389/fpsyg.2015.01858 |
0.647 |
|
| 2015 |
Schmalz X, Marinus E, Coltheart M, Castles A. Getting to the bottom of orthographic depth. Psychonomic Bulletin & Review. PMID 25893713 DOI: 10.3758/S13423-015-0835-2 |
0.589 |
|
| 2014 |
Schmalz X, Marinus E, Robidoux S, Palethorpe S, Castles A, Coltheart M. Quantifying the reliance on different sublexical correspondences in German and English Journal of Cognitive Psychology. 26: 831-852. DOI: 10.1080/20445911.2014.968161 |
0.568 |
|
| 2013 |
Schmalz X, Marinus E, Castles A. Phonological decoding or direct access? Regularity effects in lexical decisions of Grade 3 and 4 children. Quarterly Journal of Experimental Psychology (2006). 66: 338-46. PMID 22905801 DOI: 10.1080/17470218.2012.711843 |
0.443 |
|
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