Statistisch leren in TOS / dyslexie
Imme Lammertink
Judith Rispens et al.
Lammertink, I., Boersma, P., Rispens, J., & Wijnen, F. (2020). Visual statistical learning in children with and without DLD and its relation to literacy in children with DLD. Reading and Writing, 1-33.Download
Lammertink, I., Boersma, P., Wijnen, F., & Rispens, J. (2017). Statistical learning in specific language impairment: A meta-analysis. Journal of Speech, Language, and Hearing Research, 60(12), 3474-3486.Download
Lammertink, I., Boersma, P., Wijnen, F., & Rispens, J. (2019). Children With Developmental Language Disorder Have an Auditory Verbal Statistical Learning Deficit: Evidence From an Online Measure. Language Learning.Download
Rispens, J. E., & De Bree, E. H. (2014). Past tense productivity in Dutch children with and without SLI: The role of morphophonology and frequency. Journal of Child Language, 41(1), 200-225.Download
Spit, S., & Rispens, J. (2019). On the relation between procedural learning and syntactic proficiency in gifted children. Journal of psycholinguistic research, 48(2), 417-429.Download
van Witteloostuijn, M., Boersma, P., Wijnen, F., & Rispens, J. (2017). Visual artificial grammar learning in dyslexia: A meta-analysis. Research in Developmental Disabilities, 70, 126-137.Download
van Witteloostuijn, M., Boersma, P., Wijnen, F., & Rispens, J. (2019). Statistical learning abilities of children with dyslexia across three experimental paradigms. PloS one, 14(8).Download