Search Results - "Gullick, Margaret M."

The direct segment of the arcuate fasciculus is predictive of longitudinal reading change by Gullick, Margaret M., Booth, James R.

“…•We related arcuate subtract coherence to longitudinal reading outcomes in children.•FA along the direct segment was uniquely predictive of reading…”
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Understanding less than nothing: children's neural response to negative numbers shifts across age and accuracy by Gullick, Margaret M, Wolford, George

“…We examined the brain activity underlying the development of our understanding of negative numbers, which are amounts lacking direct physical counterparts…”
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Selection of Neurological Surgery Applicants and the Value of Standardized Letters of Evaluation: A Survey of United States Program Directors by Field, Nicholas C., Gullick, Margaret M., German, John W.

“…The letter of recommendation (LOR) represents a nonstandardized way to evaluate residency candidates. The goal of this project was to assess the current…”
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Imagining the truth and the moon: An electrophysiological study of abstract and concrete word processing by Gullick, Margaret M., Mitra, Priya, Coch, Donna

“…Previous event‐related potential studies have indicated that both a widespread N400 and an anterior N700 index differential processing of concrete and words,…”
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Individual differences in crossmodal brain activity predict arcuate fasciculus connectivity in developing readers by Gullick, Margaret M, Booth, James R

“…Crossmodal integration of auditory and visual information, such as phonemes and graphemes, is a critical skill for fluent reading. Previous work has…”
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Reading skill-fractional anisotropy relationships in visuospatial tracts diverge depending on socioeconomic status by Gullick, Margaret M., Demir-Lira, Özlem Ece, Booth, James R.

“…Low socioeconomic status (SES) has been repeatedly linked with decreased academic achievement, including lower reading outcomes. Some lower SES children do…”
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Brain systems involved in arithmetic with positive versus negative numbers by Gullick, Margaret M., Wolford, George

“…Positive number arithmetic is based on combining and separating sets of items, with systematic differences in brain activity in specific regions depending on…”
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Understanding less than nothing: Neural distance effects for negative numbers by Gullick, Margaret M., Wolford, George, Temple, Elise

“…Little work has examined how the mental number system accommodates counterintuitive quantities such as negative numbers, which seem to extend the left end of…”
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Tangible words are recognized faster: The grounding of meaning in sensory and perceptual systems by Juhasz, Barbara J., Yap, Melvin J., Dicke, Joanna, Taylor, Sarah C., Gullick, Margaret M.

“…Sensory experience rating (SER), a new variable motivated by the grounded cognition framework of conceptual processing (e.g., Barsalou, 2008 ), indexes the…”
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Are historic years understood as numbers or events? An fMRI study of numbers with semantic associations by Gullick, Margaret M., Temple, Elise

“…► Historic years can represent both numbers and events, but it is not known if both aspects are always processed. ► Years presented as numbers invoked only…”
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Individual differences in working memory, nonverbal IQ, and mathematics achievement and brain mechanisms associated with symbolic and nonsymbolic number processing by Gullick, Margaret M., Sprute, Lisa A., Temple, Elise

“…Individual differences in mathematics performance may stem from domain-general factors like working memory and intelligence. Parietal and frontal brain areas…”
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Age of acquisition's effect on memory for semantically associated word pairs by Gullick, Margaret M., Juhasz, Barbara J.

“…This experiment investigated the effects of age of acquisition (AoA) in memory for associated word pairs in a cued recall task. Participants studied a list of…”
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The Effects of Age-of-Acquisition on Ambiguity Resolution: Evidence from Eye Movements by Juhasz, Barbara J., Gullick, Margaret M., Shesler, Leah W.

“…Words that are rated as acquired earlier in life receive shorter fixation durations than later acquired words, even when word frequency is adequately…”
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Understanding less than nothing: Investigations into the representation of negative numbers by Gullick, Margaret M

“…Little behavioral research, and less neural work, has examined how we process quantities like negative numbers, which are worth less than nothing and yet have…”
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