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S. Caffarra, Martin, C. D., Lizarazu, M., Lallier, M., Zarraga, A., Molinaro, N., and Carreiras, M., Word and object recognition during reading acquisition: MEG evidence., Dev Cogn Neurosci, vol. 24, pp. 21-32, 2017.
P. Cakirpaloglu and Radil, T., Correlations between symbolic motor performance and achievement in school for children with minimal brain dysfunction., Percept Mot Skills, vol. 73, no. 3 Pt 1, pp. 952-4, 1991.
D. R. Carney, Cuddy, A. J. C., and Yap, A. J., Power posing: brief nonverbal displays affect neuroendocrine levels and risk tolerance., Psychol Sci, vol. 21, no. 10, pp. 1363-8, 2010.
D. R. Carney, Cuddy, A. J. C., and Yap, A. J., Review and Summary of Research on the Embodied Effects of Expansive (vs. Contractive) Nonverbal Displays., Psychol Sci, vol. 26, no. 5, pp. 657-63, 2015.
R. Catrambone, Craig, D. L., and Nersessian, N. J., The role of perceptually represented structure in analogical problem solving., Mem Cognit, vol. 34, no. 5, pp. 1126-32, 2006.
S. - H. Chang and Yu, N. - Y., The effect of computer-assisted therapeutic practice for children with handwriting deficit: a comparison with the effect of the traditional sensorimotor approach., Res Dev Disabil, vol. 35, no. 7, pp. 1648-57, 2014.
S. T. L. Chung, Legge, G. E., and Cheung, S. -hang, Letter-recognition and reading speed in peripheral vision benefit from perceptual learning., Vision Res, vol. 44, no. 7, pp. 695-709, 2004.
S. Claro, Paunesku, D., and Dweck, C. S., Growth mindset tempers the effects of poverty on academic achievement., Proc Natl Acad Sci U S A, vol. 113, no. 31, pp. 8664-8, 2016.
J. D. Cribbs, Hazari, Z., Sonnert, G., and Sadler, P. M., Establishing an Explanatory Model for Mathematics Identity., Child Dev, 2015.
A. J. C. Cuddy, Wilmuth, C. A., Yap, A. J., and Carney, D. R., Preparatory power posing affects nonverbal presence and job interview performance., J Appl Psychol, vol. 100, no. 4, pp. 1286-95, 2015.
S. Dalsgaard, Kvist, A. Primdal, Leckman, J. F., Nielsen, H. Skyt, and Simonsen, M., Cardiovascular safety of stimulants in children with attention-deficit/hyperactivity disorder: a nationwide prospective cohort study., J Child Adolesc Psychopharmacol, vol. 24, no. 6, pp. 302-10, 2014.
W. J. Dawson, Benefits of music training are widespread and lifelong: a bibliographic review of their non-musical effects., Med Probl Perform Art, vol. 29, no. 2, pp. 57-63, 2014.
S. de Bode, Chanturidze, M., Mathern, G. W., and Dubinsky, S., Literacy after cerebral hemispherectomy: Can the isolated right hemisphere read?, Epilepsy Behav, vol. 45, pp. 248-53, 2015.
A. Dębska, Łuniewska, M., Chyl, K., Banaszkiewicz, A., Żelechowska, A., Wypych, M., Marchewka, A., Pugh, K. R., and Jednoróg, K., Neural basis of phonological awareness in beginning readers with familial risk of dyslexia-Results from shallow orthography., Neuroimage, vol. 132, pp. 406-16, 2016.
S. I. Dimitriadis, Sun, Y., Thakor, N. V., and Bezerianos, A., Causal Interactions between Frontal(θ) - Parieto-Occipital(α2) Predict Performance on a Mental Arithmetic Task., Front Hum Neurosci, vol. 10, p. 454, 2016.
B. Draganski, Gaser, C., Busch, V., Schuierer, G., Bogdahn, U., and May, A., Neuroplasticity: changes in grey matter induced by training., Nature, vol. 427, no. 6972, pp. 311-2, 2004.
A. Duckworth and Gross, J. J., Self-Control and Grit: Related but Separable Determinants of Success., Curr Dir Psychol Sci, vol. 23, no. 5, pp. 319-325, 2014.