Zobrazeno 1 - 10 of 45 pro vyhledávání: '"Willem Van den Broeck"'
1
A specific implicit sequence learning deficit as an underlying cause of dyslexia? Investigating the role of attention in implicit learning tasks
Autor: Willem Van Den Broeck, Eva Staels
Publikováno v: Neuropsychology. 31:371-382
OBJECTIVE Recently, a general implicit sequence learning deficit was proposed as an underlying cause of dyslexia. This new hypothesis was investigated in the present study by including a number of methodological improvements, for example, the inclusi
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::c31467ee6e214bb69dabeb0320ce3528
https://doi.org/10.1037/neu0000348
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3
Orthographic Learning and the Role of Text-to-Speech Software in Dutch Disabled Readers
Autor: Eva Staels, Willem Van Den Broeck
Publikováno v: Journal of Learning Disabilities. 48:39-50
Purpose The objective of our research was to explore whether orthographic learning occurs among poor Dutch readers while reading in silence. In addition, we explored for the first time the eventual positive effect of text-to-speech software on the ab
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::591f210823dfc57e4ea8090d1fcdd00c
https://doi.org/10.1177/0022219413487407
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6
Segmenting two-phoneme syllables: Developmental differences in relation with early reading skills
Autor: Astrid Geudens, Dominiek Sandra, Willem Van Den Broeck
Publikováno v: Vrije Universiteit Brussel
Brain and language
This study explored developmental differences in children's segmentation skills of VC and CV syllables (e.g., /af/ and /fa/) in relation to their early reading abilities. To this end, we followed a subgroup of Dutch speaking prereaders who participat
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::1add8a872e461107f3ea1f902983a987
https://doi.org/10.1016/s0093-934x(03)00446-2
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7
Specific relations between alphanumeric-naming speed and reading speeds of monosyllabic and multisyllabic words
Autor: Bonne J. H. Zijlstra, Kees P. van den Bos, Willem Van Den Broeck
Publikováno v: Applied Psycholinguistics, 24(3), 407-430. Cambridge University Press
Vrije Universiteit Brussel
The goals of this study are to investigate, at three elementary school grade levels, how word reading speed is related to rapidly naming series of numbers, letters, colors, and pictures, and to general processing speed (measured by nonnaming or visua
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::a7efe92f60088dd04a746a331e77f698
https://doi.org/10.1017/s0142716403000213
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8
The Misconception of the Regression-Based Discrepancy Operationalization in the Definition and Research of Learning Disabilities
Autor: Willem Van den Broeck
Publikováno v: Vrije Universiteit Brussel
In this article, I argue that the regression-based discrepancy method used in the diagnosis of learning disabilities is invalid because it is inconsistent with the underlying underachievement concept of which it is intended to be the operationalizati
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::51557bfdf3062d876a01e9951b00b796
https://doi.org/10.1177/002221940203500301
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9
Will the Real Discrepant Learning Disabilit Please Stand Up?
Autor: Willem Van Den Broeck
Publikováno v: Journal of Learning Disabilities. 35:209-213
Willson and Reynolds (in this issue) challenged my thesis that the regression-based discrepancy method (RDM) is not a valid tool to detect aptitude-achievement discrepancies. In this response, I show that the statistical and theoretical counterargume
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b0a50ab7a97b33f318604d00a495aa8c
https://doi.org/10.1177/002221940203500303
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10
No solid empirical evidence for the SOLID (serial order learning impairment) hypothesis of dyslexia
Autor: Willem Van Den Broeck, Eva Staels
Publikováno v: Journal of experimental psychology. Learning, memory, and cognition. 41(3)
This article reports on 2 studies that attempted to replicate the findings of a study by Szmalec, Loncke, Page, and Duyck (2011) on Hebb repetition learning in dyslexic individuals, from which these authors concluded that dyslexics suffer from a defi
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::886227c1d74bc4ba756cc4f0d266d014
https://pubmed.ncbi.nlm.nih.gov/25314161
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