ZIEGLER Johannes
Onglets principaux
johannes.ziegler@univ-amu.fr
06 27 47 69 80
Equipe(s) de recherche
Fonctions
- Directeur du Laboratoire de Psychologie Cognitive
- Directeur Adjoint de l'Institut Convergences "Language, Communication, Brain"
- Membre du conseil scientifique restreint auprès du Ministre de l'Education Nationale
Domaines de recherche
- Lecture
- Dyslexie
- Langage
- Modélisation
Articles
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Understanding the complexity of computational models through optimization and sloppy parameter analyses: The case of the Connectionist Dual-Process ModelJournal of Memory and Language2024
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Semantic and syntactic prediction in reading and statistical learning: an fMRI study in dyslexia2023
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The effect of constituent frequency and distractor type on learning novel complex wordsLanguage, Cognition and Neuroscience2023
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Editorial: Neural bases of reading acquisition and reading disabilityFrontiers in Neuroscience2023
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La science de la lecture : fondements et applicationsA.N.A.E.2023
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Les fondements de l'apprentissage de la lecture à l'école primaireA.N.A.E.2023
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Apprendre à lire : du décodage à la compréhension écriteA.N.A.E.2023
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Multimodal intervention in 8- to 13-year-old French dyslexic readers: Study protocol for a randomized multicenter controlled crossover trialBMC Pediatrics2022
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Space–Time Congruency Effects Using Eye Movements During Processing of Past- and Future-Related WordsExperimental Psychology2022
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The Effects of Semantic and Syntactic Prediction on Reading AloudExperimental Psychology2022
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Embodied time: Effect of reading expertise on the spatial representation of past and futurePLoS ONE2022
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Structural gray matter features and behavioral preliterate skills predict future literacy – A machine learning approachFrontiers in Neuroscience2022
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Testing the Effects of GraphoGame Against a Computer-Assisted Math Intervention in Primary SchoolScientific Studies of Reading2022
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Literacy: Understanding Normal and Impaired Reading Development through Personalized Large-Scale Neurocomputational Models2022
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Simplification of literary and scientific texts to improve reading fluency and comprehension in beginning readers of FrenchApplied Psycholinguistics2022
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Programme de remédiation intensive chez des lecteurs dyslexiques de 8 à 13 ans2022
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The dynamics of reading complex words: evidence from steady-state visual evoked potentialsScientific Reports2021
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Dyslexie développementale et méthodes de remédiation (DDMR) : présentation d'une intervention multimodale illustrée par une étude de casRééducation orthophonique2021
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The dynamics of morphological processing in developing readers: A cross-linguistic masked priming studyJournal of Experimental Child Psychology2021
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Online activation of L1 Danish orthography enhances spoken word recognition of SwedishNordic Journal of Linguistics2021
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Using Virtual Reality to Assess Reading Fluency in ChildrenFrontiers in Education2021
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Neural processing of vision and language in kindergarten is associated with prereading skills and predicts future literacyHuman Brain Mapping2021
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As time goes by: space-time compatibility effects in word recognitionJournal of Experimental Psychology: Learning, Memory, and Cognition2021
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Morphological Processing across Modalities and LanguagesScientific Studies of Reading2020
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Alector: A Parallel Corpus of Simplified French Texts with Alignments of Misreadings by Poor and Dyslexic Readers2020
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Learning to Read and Dyslexia: From Theory to Intervention Through Personalized Computational ModelsCurrent Directions in Psychological Science2020
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Orthographic consistency influences morphological processing in reading aloud: Evidence from a cross‐linguistic studyDevelopmental Science2020
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Hibou: une ressource d'entraînement à la lecture2020
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Modeling the Variability of Developmental Dyslexia2019
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Apprendre à lire : contrôle, automatismes et auto-apprentissage2019
Laboratoire de psychologie cognitive - UMR 7290
| CNRS | Aix Marseille Université | Tous droits réservés - Mentions légales