Charles Hulme
Charles Hulme
Professor of Psychology, UCL
Bestätigte E-Mail-Adresse bei
Zitiert von
Zitiert von
Is working memory training effective? A meta-analytic review.
M Melby-Lervåg, C Hulme
Developmental psychology 49 (2), 270, 2013
Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study.
V Muter, C Hulme, MJ Snowling, J Stevenson
Developmental psychology 40 (5), 665, 2004
Ameliorating early reading failure by integrating the teaching of reading and phonological skills: The phonological linkage hypothesis
PJ Hatcher, C Hulme, AW Ellis
Child development 65 (1), 41-57, 1994
Memory for familiar and unfamiliar words: Evidence for a long-term memory contribution to short-term memory span
C Hulme, S Maughan, GDA Brown
Journal of memory and language 30 (6), 685-701, 1991
Phonological skills and their role in learning to read: a meta-analytic review.
M Melby-Lervåg, SAH Lyster, C Hulme
Psychological bulletin 138 (2), 322, 2012
Oscillator-based memory for serial order.
GDA Brown, T Preece, C Hulme
Psychological review 107 (1), 127, 2000
Developmental disorders of language learning and cognition
C Hulme, MJ Snowling
John Wiley & Sons, 2013
The foundations of spelling ability: Evidence from a 3-year longitudinal study
M Caravolas, C Hulme, MJ Snowling
Journal of memory and language 45 (4), 751-774, 2001
Phoneme awareness is a better predictor of early reading skill than onset-rime awareness
C Hulme, PJ Hatcher, K Nation, A Brown, J Adams, G Stuart
Journal of experimental child psychology 82 (1), 2-28, 2002
The development of phonological awareness in preschool children.
JM Carroll, MJ Snowling, J Stevenson, C Hulme
Developmental psychology 39 (5), 913, 2003
Speech rate and the development of short-term memory span
C Hulme, N Thomson, C Muir, A Lawrence
Journal of experimental child psychology 38 (2), 241-253, 1984
Working memory training does not improve performance on measures of intelligence or other measures of “far transfer” evidence from a meta-analytic review
M Melby-Lervåg, TS Redick, C Hulme
Perspectives on Psychological Science 11 (4), 512-534, 2016
Word-frequency effects on short-term memory tasks: Evidence for a redintegration process in immediate serial recall.
C Hulme, S Roodenrys, R Schweickert, GDA Brown, S Martin, G Stuart
Journal of Experimental Psychology: Learning, Memory, and Cognition 23 (5), 1217, 1997
Working memory and severe learning difficulties (PLE: memory)
C Hulme, S Mackenzie
Psychology Press, 2014
The science of reading: A handbook.
MJ Snowling, CE Hulme
Blackwell Publishing, 2005
Concrete words are easier to recall than abstract words: Evidence for a semantic contribution to short-term serial recall.
I Walker, C Hulme
Journal of Experimental Psychology: Learning, Memory, and Cognition 25 (5), 1256, 1999
Segmentation, not rhyming, predicts early progress in learning to read
V Muter, C Hulme, M Snowling, S Taylor
Journal of experimental child psychology 71 (1), 3-27, 1998
Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure
PJ Hatcher, C Hulme, MJ Snowling
Journal of child Psychology and Psychiatry 45 (2), 338-358, 2004
Phonemic segmentation, not onset‐rime segmentation, predicts early reading and spelling skills
K Nation, C Hulme
Reading Research Quarterly 32 (2), 154-167, 1997
Neural systems predicting long-term outcome in dyslexia
F Hoeft, BD McCandliss, JM Black, A Gantman, N Zakerani, C Hulme, ...
Proceedings of the National Academy of Sciences 108 (1), 361-366, 2011
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