Zobrazeno 1 - 10
of 33
pro vyhledávání: '"Stephanie N. Del Tufo"'
Publikováno v:
Journal of Neurodevelopmental Disorders, Vol 11, Iss 1, Pp 1-27 (2019)
Abstract Background During the first 3-years of life, as the brain undergoes dramatic growth, children begin to develop speech and language. Hallmarks of this progression are seen when children reach developmental milestones, forming the foundation o
Externí odkaz:
https://doaj.org/article/6e13a5dc0b7e4c3c93a0514e400b1d5b
Autor:
Kai Wang, Daniel R. Leopold, Marie T. Banich, Andrew E. Reineberg, Erik G. Willcutt, Laurie E. Cutting, Stephanie N. Del Tufo, Lee A. Thompson, John Opfer, Frank J. Kanayet, Zhong-Lin Lu, Stephen A. Petrill
Publikováno v:
Developmental Cognitive Neuroscience, Vol 37, Iss , Pp - (2019)
To better characterize the neural correlates of the full spectrum of reading ability, this fMRI study examined how variations in reading ability correlate with task-based brain activity during reading among a large community sample of adolescents (N
Externí odkaz:
https://doaj.org/article/73fd4589e2514d209d51d54e24ddbb91
Autor:
Stephanie N. Del Tufo, Stephen J. Frost, Fumiko Hoeft, Laurie E. Cutting, Peter J. Molfese, Graeme F. Mason, Douglas L. Rothman, Robert K. Fulbright, Kenneth R. Pugh
Publikováno v:
Frontiers in Psychology, Vol 9 (2018)
Recent studies have provided evidence of associations between neurochemistry and reading (dis)ability (Pugh et al., 2014). Based on a long history of studies indicating that fluent reading entails the automatic convergence of the written and spoken f
Externí odkaz:
https://doaj.org/article/bef0696cf33a425ab3f25434cd3d6134
Autor:
Stephanie N. Del Tufo, Emily B Myers
Publikováno v:
Frontiers in Neuroscience, Vol 8 (2014)
The comprehension of fluent speech in one’s native language requires that listeners integrate the detailed acoustic-phonetic information available in the sound signal with linguistic knowledge. This interplay is especially apparent in the phoneme r
Externí odkaz:
https://doaj.org/article/3f7326a5933147ab8035ab97bcf2161b
Autor:
Tanya M Evans, Daniel W Lipscomb, F Sayako Earle, Stephanie N Del Tufo, Jarrad A G Lum, Laurie E Cutting, Michael T Ullman
Publikováno v:
PLoS ONE, Vol 19, Iss 7, p e0304211 (2024)
Substantial progress has been made in understanding the neurocognitive underpinnings of learning math. Building on this work, it has been hypothesized that declarative and procedural memory, two domain-general learning and memory systems, play import
Externí odkaz:
https://doaj.org/article/c01952eca5b64e7995708ce24c2f0eca
Autor:
Micah A. D’Archangel, Stephanie N. Del Tufo, Laurie E. Cutting, Fiona E. Harrison, Kevin C. Ess, Laura A. Barquero
Publikováno v:
Journal of Pediatric Neuropsychology. 8:155-167
Autor:
Katherine S. Aboud, Tin Q. Nguyen, Stephanie N. Del Tufo, Catie Chang, David H. Zald, Alexandra P. Key, Gavin R. Price, Bennett A. Landman, Laurie E. Cutting
Publikováno v:
J Neurosci
Language comprehension requires the rapid retrieval and integration of contextually appropriate concepts (“semantic cognition”). Current neurobiological models of semantic cognition are limited by the spatial and temporal restrictions of single-m
Autor:
Tamara Turski, Stephanie N. Del Tufo
Publikováno v:
Early Childhood Research Quarterly. 61:36-46
While initial findings suggested that children who are adopted (adoptees) perform less well academically, this result is not consistent across the literature. To explain these, often conflicting, results, researchers acquired a lagging view, in which
Autor:
Ye Shen, Stephanie N. Del Tufo
Publikováno v:
Early Child Res Q
The promotion of parent-child shared book reading for the development of children's literacy is a vital component of early literacy evidence-based recommendations. A robust body of research demonstrates that, regardless of socioeconomic status, paren
Publikováno v:
Read Res Q
In the current study, we examined relations between text features (e.g., word concreteness, referential cohesion) and reading comprehension using multilevel logistic models. The sample was 158 native English-speaking students between 8 years 8 months