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  1. Alan James Power, Natasha Mead, Lisa Barnes & Usha Goswami (2013). Erratum: Neural Entrainment to Rhythmically-Presented Auditory, Visual and Audio-Visual Speech in Children. Frontiers in Psychology 4.
    Erratum: Neural entrainment to rhythmically-presented auditory, visual and audio-visual speech in children.
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  2. Usha Goswami (2012). Universals of Reading: Developmental Evidence for Linguistic Plausibility. Behavioral and Brain Sciences 1 (1):25-26.
    Children's reading and spelling errors show that orthographic learning involves complex interactions with phonology, morphology, and meaning throughout development. Even young children seek to make their visual word recognition strategies linguistically coherent. Orthographic knowledge gained through spelling affects reading, and vice versa. Developmental data support Frost's claim that letter-coding flexibility reflects the optimization of encoding resources in a highly developed system.
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  3. Usha Goswami (2011). A Temporal Sampling Framework for Developmental Dyslexia. Trends in Cognitive Sciences 15 (1):3-10.
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  4. Dénes Szűcs, Fruzsina Soltesz & Usha Goswami (2009). Beyond Format-Specificity: Is Analogue Magnitude Really the Core Abstract Feature of the Cultural Number Representation? Behavioral and Brain Sciences 32 (3-4):352-353.
    The issue of abstractness raises two distinct questions. First, is there a format-independent magnitude representation? Second, does analogue magnitude really play a crucial role in the development of human mathematics? We suggest that neither developmental nor cultural studies support this notion. The field needs to redefine the properties of the core number representation as used in human arithmetic.
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  5. Usha Goswami (2008). Analogy and the Brain: A New Perspective on Relational Primacy. Behavioral and Brain Sciences 31 (4):387-388.
    Leech et al.'s demonstration that analogical reasoning can be an emergent property of low-level incremental learning processes is critical for analogical theory. Along with insights into neural learning based on the salience of dynamic spatio-temporal structure, and the neural priming mechanism of repetition suppression, it establishes relational primacy as a plausible theoretical description of how brains make analogies.
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  6. Usha Goswami (2008). Principles of Learning, Implications for Teaching: A Cognitive Neuroscience Perspective. Journal of Philosophy of Education 42 (3-4):381-399.
    Cognitive neuroscience aims to improve our understanding of aspects of human learning and performance by combining data acquired with the new brain imaging technologies with data acquired in cognitive psychology paradigms. Both neuroscience and psychology use the philosophical assumptions underpinning the natural sciences, namely the scientific method, whereby hypotheses are proposed and tested using quantitative approaches. The relevance of 'brain science' for the classroom has proved controversial with some educators, perhaps because of distrust of the applicability of so-called 'medical models' (...)
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  7. Jennifer A. K. Green & Usha Goswami (2008). Synesthesia and Number Cognition in Children. Cognition 106 (1):463-473.
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  8. Usha Goswami & Johannes C. Ziegler (2006). A Developmental Perspective on the Neural Code for Written Words. Trends in Cognitive Sciences 10 (4):142-143.
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  9. Usha Goswami (2003). Why Theories About Developmental Dyslexia Require Developmental Designs. Trends in Cognitive Sciences 7 (12):534-540.
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  10. Usha Goswami (2001). Developmental Dyslexia. In N. J. Smelser & B. Baltes (eds.), International Encyclopedia of the Social and Behavioral Sciences. 3918--3921.
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  11. Usha Goswami (1998). Is Relational Complexity a Useful Metric for Cognitive Development? Behavioral and Brain Sciences 21 (6):838-839.
    This commentary focusses on the evidence used by Halford et al. to support their postulated links between relational complexity and age differences in children's understanding of concepts. None of their developmental claims is consistent with recent cognitive-developmental research. Relational complexity must be an important variable in cognition, but it does not provide a satisfactory metric for explaining cognitive development.
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  12. Heinz Wimmer & Usha Goswami (1994). The Influence of Orthographic Consistency on Reading Development: Word Recognition in English and German Children. Cognition 51 (1):91-103.
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  13. Usha Goswami & Ann L. Brown (1990). Higher-Order Structure and Relational Reasoning: Contrasting Analogical and Thematic Relations. Cognition 36 (3):207-226.
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