17 found
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  1.  40
    A Temporal Sampling Framework for Developmental Dyslexia.Usha Goswami - 2011 - Trends in Cognitive Sciences 15 (1):3-10.
  2. Basic Auditory Processing and Sensitivity to Prosodic Structure in Children with Specific Language Impairments: A New Look at a Perceptual Hypothesis.Ruth Cumming, Angela Wilson & Usha Goswami - 2015 - Frontiers in Psychology 6.
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  3. The Influence of Orthographic Consistency on Reading Development: Word Recognition in English and German Children.Heinz Wimmer & Usha Goswami - 1994 - Cognition 51 (1):91-103.
  4. Awareness of Rhythm Patterns in Speech and Music in Children with Specific Language Impairments.Ruth Cumming, Angela Wilson, Victoria Leong, Lincoln J. Colling & Usha Goswami - 2015 - Frontiers in Human Neuroscience 9.
  5.  15
    A Developmental Perspective on the Neural Code for Written Words.Usha Goswami & Johannes C. Ziegler - 2006 - Trends in Cognitive Sciences 10 (4):142-143.
  6.  33
    Why Theories About Developmental Dyslexia Require Developmental Designs.Usha Goswami - 2003 - Trends in Cognitive Sciences 7 (12):534-540.
  7. Principles of Learning, Implications for Teaching: A Cognitive Neuroscience Perspective.Usha Goswami - 2008 - 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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  8. Neural Entrainment to Rhythmically Presented Auditory, Visual, and Audio-Visual Speech in Children.Alan James Power, Natasha Mead, Lisa Barnes & Usha Goswami - 2012 - Frontiers in Psychology 3.
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  9.  2
    Higher-Order Structure and Relational Reasoning: Contrasting Analogical and Thematic Relations.Usha Goswami & Ann L. Brown - 1990 - Cognition 36 (3):207-226.
  10.  3
    Synesthesia and Number Cognition in Children.Jennifer A. K. Green & Usha Goswami - 2008 - Cognition 106 (1):463-473.
  11.  9
    Analogy and the Brain: A New Perspective on Relational Primacy.Usha Goswami - 2008 - 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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  12.  14
    Is Relational Complexity a Useful Metric for Cognitive Development?Usha Goswami - 1998 - 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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  13.  5
    Beyond Format-Specificity: Is Analogue Magnitude Really the Core Abstract Feature of the Cultural Number Representation?Dénes Szűcs, Fruzsina Soltesz & Usha Goswami - 2009 - 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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  14.  2
    Universals of Reading: Developmental Evidence for Linguistic Plausibility.Usha Goswami - 2012 - Behavioral and Brain Sciences 35 (5):287-288.
    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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  15. Developmental Dyslexia.Usha Goswami - 2001 - In N. J. Smelser & B. Baltes (eds.), International Encyclopedia of the Social and Behavioral Sciences. pp. 3918--3921.
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  16. Perception of Filtered Speech by Children with Developmental Dyslexia and Children with Specific Language Impairments.Usha Goswami, Ruth Cumming, Maria Chait, Martina Huss, Natasha Mead, Angela M. Wilson, Lisa Barnes & Tim Fosker - 2016 - Frontiers in Psychology 7.
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  17. Impaired Extraction of Speech Rhythm From Temporal Modulation Patterns in Speech in Developmental Dyslexia.Victoria Leong & Usha Goswami - 2014 - Frontiers in Human Neuroscience 8.