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When words fail us: insights into language processing from developmental and acquired disorders

When words fail us: insights into language processing from developmental and acquired disorders

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Executive functioning in preschoolers with specific language impairment Editorial 2015 Lexical learning and lexical processing in children with developmental language impairments The development of executive function and language skills in the early school years Past, present, and prospects: Reflections 40 years on from the selective impairment of semantic memory (Warrington, 1975).Exploring the learnability and usability of a near field communication-based application for semantic enrichment in children with language disorders.Grammatical Class Effects Across Impaired Child and Adult Populations Explicit and Implicit Verbal Response Inhibition in Preschool-Age Children Who Stutter.Nonverbal Executive Function is Mediated by Language: A Study of Deaf and Hearing Children.Articulation Speaks to Executive Function: An Investigation in 4- to 6-Year-Olds.Executive Functions and Prosodic Abilities in Children With High-Functioning Autism.An Exploration of the Factor Structure of Executive Functioning in Children

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When words fail us: insights into language processing from developmental and acquired disorders

http://www.wikidata.org/entity/Q39297904

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Philosophical Transactions of the Royal Society B

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Karalyn Patterson

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Developmental cognitive genetics: how psychology can inform genetics and vice versa

Genes, cognition, and communication: insights from neurodevelopmental disorders

Connectionist neuropsychology: uncovering ultimate causes of acquired dyslexia.

Problems with tense marking in children with specific language impairment: not how but when

From perceptual to language-mediated categorization

From temporal processing to developmental language disorders: mind the gap.

The unity and diversity of executive functions and their contributions to complex "Frontal Lobe" tasks: a latent variable analysis

DRC: a dual route cascaded model of visual word recognition and reading aloud

A distributed, developmental model of word recognition and naming.

Development itself is the key to understanding developmental disorders

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