What Do You Mean by That?! An Electrophysiological Study of Emotional and Attitudinal Prosody

Por Wickens, Steven, Perry, Conrad
Publicado no PLoS One (2015)

Modelling reading development through phonological decoding and self-teaching: implications for dyslexia

Por Ziegler, Johannes C., Perry, Conrad, Zorzi, Marco
Publicado em 2014

CDP++.Italian: Modelling Sublexical and Supralexical Inconsistency in a Shallow Orthography

Por Perry, Conrad, Ziegler, Johannes C., Zorzi, Marco
Publicado em 2014

Understanding Dyslexia Through Personalized Large-Scale Computational Models

Por Perry, Conrad, Zorzi, Marco, Ziegler, Johannes C.
Publicado no Psychol Sci (2019)

Learning to Read and Dyslexia: From Theory to Intervention Through Personalized Computational Models

Por Ziegler, Johannes C., Perry, Conrad, Zorzi, Marco
Publicado no Curr Dir Psychol Sci (2020)

An Eye on Animacy and Intention

Por Martin, Dorothea U., Perry, Conrad, Kaufman, Jordy H.
Publicado no Front Psychol (2016)

Young Children’s Indiscriminate Helping Behavior Toward a Humanoid Robot

Por Martin, Dorothea U., MacIntyre, Madeline I., Perry, Conrad, Clift, Georgia, Pedell, Sonja, Kaufman, Jordy
Publicado no Front Psychol (2020)

Neural basis of the non‐attentional processing of briefly presented words

Por Peng, Dan‐ling, Xu, Duo, Jin, Zhen, Luo, Qian, Ding, Guo‐sheng, Perry, Conrad, Zhang, Lei, Liu, Ying
Publicado no Hum Brain Mapp (2003)

Effects of Orthographic Consistency on Bilingual Reading: Human and Computer Simulation Data

Por Paulesu, Eraldo, Bonandrini, Rolando, Zapparoli, Laura, Rupani, Cristina, Mapelli, Cristina, Tassini, Fulvia, Schenone, Pietro, Bottini, Gabriella, Perry, Conrad, Zorzi, Marco
Publicado no Brain Sci (2021)