Xenia Schmalz
TitleCited byYear
Getting to the bottom of orthographic depth
X Schmalz, E Marinus, M Coltheart, A Castles
Psychonomic Bulletin & Review 22 (6), 1614-1629, 2015
Statistical learning and dyslexia: A systematic review
X Schmalz, G Altoè, C Mulatti
Annals of Dyslexia 67 (2), 147-162, 2017
Phonological decoding or direct access? Regularity effects in lexical decisions of Grade 3 and 4 children
X Schmalz, E Marinus, A Castles
The Quarterly Journal of Experimental Psychology 66 (2), 338-346, 2013
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
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), 2017
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
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
The power is in collaboration: Developing international networks to increase the reproducibility of science
X Schmalz
The Winnower 3 (e146178. 82672), 2016
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
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
Sydney, Australia: Macquarie University, 2015
Effects of complexity and unpredictability on the learning of an artificial orthography
X Schmalz, C Mulatti, K Moll, G Schulte-Körne
Preprint, 0
We still need more trust in science: the need for broader adoption of Registered Reports
TB Roettger, X Schmalz, C Chambers, H Fraser, D Mellor, L Ostojic, ...
MetaArXiv, 2019
Effectiveness of spelling treatment approaches for learners with dyslexia–A meta-analysis and systematic review
K Galuschka, R Görgen, J Kalmar, S Haberstroh, X Schmalz, ...
OSF Preprints, 2019
Unfundierte Kritik. Eine Erwiderung auf einen Kommentar zu Schwächen von Open Access
C Fischer, N Eisentraut, G Fischer, B Fecher, S Friesike, M Goller, ...
OSF Preprints, 2019
Getting a precise RT estimate for single items in a reading aloud task
X Schmalz
OSF Preprints, 2019
Preregistration: Where do I start?
X Schmalz
Open Science Day-empowering open, transparent, and reproducible research at …, 2019
Dutch DRC documentation
X Schmalz, E Marinus, M Coltheart
Do fast learners know more? The relationship between statistical learning processes and use of print-to-speech regularities
X Schmalz, K Moll, G Schulte-Körne
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Articles 1–20