Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Adults | 1 |
| Age Differences | 1 |
| Alphabets | 1 |
| Elementary School Students | 1 |
| Foreign Countries | 1 |
| Graduate Students | 1 |
| Individual Development | 1 |
| Language Processing | 1 |
| Orthographic Symbols | 1 |
| Priming | 1 |
| Reading | 1 |
| More ▼ | |
Source
| Developmental Science | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Elementary Education | 1 |
| Grade 3 | 1 |
| Grade 6 | 1 |
| Higher Education | 1 |
| Postsecondary Education | 1 |
Audience
Location
| Palestine | 1 |
| Spain (Valencia) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkPerea, Manuel; Mallouh, Reem Abu; Carreiras, Manuel – Developmental Science, 2013
A commonly shared assumption in the field of visual-word recognition is that retinotopic representations are rapidly converted into abstract representations. Here we examine the role of visual form vs. abstract representations during the early stages of word processing--as measured by masked priming--in young children (3rd and 6th Graders) and…
Descriptors: Elementary School Students, Adults, Word Recognition, Language Processing
