Xenia Schmalz
Cited by
Cited by
Getting to the bottom of orthographic depth
X Schmalz, E Marinus, M Coltheart, A Castles
Psychonomic Bulletin & Review 22 (6), 1614-1629, 2015
Effectiveness of spelling interventions for learners with dyslexia: A meta-analysis and systematic review
K Galuschka, R Görgen, J Kalmar, S Haberstroh, X Schmalz, ...
Educational Psychologist 55 (1), 1-20, 2020
Statistical learning and dyslexia: A systematic review
X Schmalz, G Altoè, C Mulatti
Annals of dyslexia 67, 147-162, 2017
What is a Bayes factor?
X Schmalz, J Biurrun Manresa, L Zhang
Psychological methods, 2021
Is statistical learning ability related to reading ability, and if so, why?
X Schmalz, K Moll, C Mulatti, G Schulte-Körne
Scientific Studies of Reading 23 (1), 64-76, 2019
Phonological decoding or direct access? Regularity effects in lexical decisions of Grade 3 and 4 children
X Schmalz, E Marinus, A Castles
Quarterly Journal of Experimental Psychology 66 (2), 338-346, 2013
Unpredictability and complexity of print-to-speech correspondences increase reliance on lexical processes: More evidence for the orthographic depth hypothesis
X Schmalz, E Beyersmann, E Cavalli, E Marinus
Journal of Cognitive Psychology 28 (6), 658-672, 2016
Quantifying the reliance on different sublexical correspondences in German and English
X Schmalz, E Marinus, S Robidoux, S Palethorpe, A Castles, M Coltheart
Journal of Cognitive Psychology 26 (8), 831-852, 2014
German and English bodies: No evidence for cross-linguistic differences in preferred orthographic grain size
X Schmalz, S Robidoux, A Castles, M Coltheart, E Marinus
Collabra: Psychology 3 (1), 5, 2017
Order among chaos: Cross-linguistic differences and developmental trajectories in pseudoword reading aloud using pronunciation Entropy
E De Simone, E Beyersmann, C Mulatti, J Mirault, X Schmalz
PloS one 16 (5), e0251629, 2021
Busting a myth with the Bayes Factor: Effects of letter bigram frequency in visual lexical decision do not reflect reading processes
X Schmalz, C Mulatti
The Mental Lexicon 12 (2), 263-282, 2018
Variations in the use of simple and context-sensitive grapheme-phoneme correspondences in English and German developing readers
X Schmalz, S Robidoux, A Castles, E Marinus
Annals of dyslexia 70, 180-199, 2020
Effects of complexity and unpredictability on the learning of an artificial orthography
X Schmalz, C Mulatti, G Schulte-Körne, K Moll
Cortex 152, 1-20, 2022
What do artificial orthography learning tasks actually measure? Correlations within and across tasks
X Schmalz, G Schulte-Körne, E de Simone, K Moll
Journal of cognition 4 (1), 2021
Two distinct parsing stages in nonword reading aloud: Evidence from Russian
X Schmalz, A Porshnev, E Marinus
The Quarterly Journal of Experimental Psychology, 1-34, 2016
Developmental dyslexia, reading acquisition, and statistical learning: a sceptic’s guide
X Schmalz, B Treccani, C Mulatti
Brain Sciences 11 (9), 1143, 2021
Attentional prioritization of infant faces in parents: The influence of parents’ experiences of care
M Gemignani, M Giannotti, X Schmalz, P Rigo, S De Falco
International Journal of Environmental Research and Public Health 20 (1), 527, 2022
The power is in collaboration: Developing international networks to increase the reproducibility of science
X Schmalz
The Winnower 3 (e146178. 82672), 2016
Distinguishing Target From Distractor in Stroop, Picture–Word, and Word–Word Interference Tasks
X Schmalz, B Treccani, C Mulatti
Frontiers in Psychology 6, 2015
Methodological and theoretical issues in cross-linguistic reading research
X Schmalz
Macquarie University, 2022
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