Michael Thomas

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Denis MareschalBirkbeck University of LondonEmail được xác minh tại bbk.ac.uk
Emily FarranUniversity of SurreyEmail được xác minh tại surrey.ac.uk
Daniel AnsariProfessor, Department of Psychology & Faculty of Education, University of Western OntarioEmail được xác minh tại uwo.ca
Michael SpratlingUniversity of LuxembourgEmail được xác minh tại uni.lu
Gert WestermannProfessor of Psychology, Lancaster UniversityEmail được xác minh tại lancaster.ac.uk
Ruth CampbellUniversity College LondonEmail được xác minh tại ucl.ac.uk
Roberto FilippiProfessor of Psychology, IOE - University College London's Faculty of Education and SocietyEmail được xác minh tại ucl.ac.uk
Themis (Themelis) KaraminisDepartment of Psychology, City, University of LondonEmail được xác minh tại city.ac.uk
Gaia ScerifProfessor of Developmental Cognitive Neuroscience - Department of Experimental PsychologyEmail được xác minh tại psy.ox.ac.uk
Mohamed L SeghierKhalifa University, Abu Dhabi, UAEEmail được xác minh tại ku.ac.ae
Julie DockrellInstitute of Education, LondonEmail được xác minh tại ioe.ac.uk
Goulven JosseBrain and Spine Institute - ParisEmail được xác minh tại icm-institute.org
Esha MassandCentre for Brain and Cognitive Development, Birkbeck University of LondonEmail được xác minh tại mail.bbk.ac.uk
Tony CharmanKing's College LondonEmail được xác minh tại kcl.ac.uk
Anthony AtkinsonPsychology, Durham UniversityEmail được xác minh tại durham.ac.uk
Gillian ForresterUniversity of SussexEmail được xác minh tại sussex.ac.uk
George D. MagoulasProfessor, Director of the Birkbeck Knowledge Lab, Birkbeck College University of LondonEmail được xác minh tại bbk.ac.uk
Peter BrightProfessor, Anglia Ruskin UniversityEmail được xác minh tại anglia.ac.uk
Sashank VarmaSchools of Interactive Computing and Psychology, Georgia TechEmail được xác minh tại gatech.edu
Bert De SmedtFull professor, Faculty of Psychology and Educational Sciences, University of LeuvenEmail được xác minh tại ppw.kuleuven.be

Theo dõi

Michael Thomas

Professor of Cognitive Neuroscience, Birkbeck, University of London

Email được xác minh tại mail.bbk.ac.uk - Trang chủ

Educational neuroscience development developmental disorders cognitive variability computational modelling


Tiêu đề Sắp xếp theo số lượt trích dẫn Sắp xếp theo năm Sắp xếp theo tiêu đề	Trích dẫn bởi Trích dẫn bởi	Năm
Using developmental trajectories to understand developmental disorders MSC Thomas, D Annaz, D Ansari, G Scerif, C Jarrold, A Karmiloff-Smith Journal of speech, language, and hearing research 52 (2), 336-358, 2009	612	2009
Neuroconstructivism-I: How the brain constructs cognition D Mareschal, MH Johnson, S Sirois, M Spratling, MSC Thomas, ... Oxford University Press, 2007	606	2007
Neuroconstructivism G Westermann, D Mareschal, MH Johnson, S Sirois, MW Spratling, ... Developmental science 10 (1), 75-83, 2007	442	2007
Are developmental disorders like cases of adult brain damage? Implications from connectionist modelling M Thomas, A Karmiloff-Smith Behavioral and Brain Sciences 25 (6), 727-750, 2002	431	2002
Exploring the Williams syndrome face‐processing debate: the importance of building developmental trajectories A Karmiloff‐Smith, M Thomas, D Annaz, K Humphreys, S Ewing, N Brace, ... Journal of Child Psychology and Psychiatry 45 (7), 1258-1274, 2004	371	2004
Annual research review: Educational neuroscience: Progress and prospects MSC Thomas, D Ansari, VCP Knowland Journal of child psychology and psychiatry 60 (4), 477-492, 2019	361	2019
Verbal and non-verbal intelligence changes in the teenage brain S Ramsden, FM Richardson, G Josse, MSC Thomas, C Ellis, ... Nature 479 (7371), 113-116, 2011	358	2011
Language switching costs in bilingual visual word recognition MSC Thomas, A Allport Journal of Memory and Language 43 (1), 44-66, 2000	326	2000
What makes counting count? Verbal and visuo-spatial contributions to typical and atypical number development D Ansari, C Donlan, MSC Thomas, SA Ewing, T Peen, A Karmiloff-Smith Journal of Experimental Child Psychology 85 (1), 50-62, 2003	287	2003
Improving methodological standards in behavioral interventions for cognitive enhancement C Shawn Green, D Bavelier, AF Kramer, S Vinogradov, U Ansorge, ... Journal of Cognitive Enhancement 3, 2-29, 2019	260	2019
The principles and practices of educational neuroscience: Comment on Bowers (2016). PA Howard-Jones, S Varma, D Ansari, B Butterworth, B De Smedt, ... American Psychological Association 123 (5), 620, 2016	246	2016
Past tense formation in Williams syndrome MSC Thomas, J Grant, Z Barham, M Gsödl, E Laing, L Lakusta, LK Tyler, ... Language and Cognitive processes 16 (2-3), 143-176, 2001	244	2001
A cross-syndrome study of the development of holistic face recognition in children with autism, Down syndrome, and Williams syndrome D Annaz, A Karmiloff-Smith, MH Johnson, MSC Thomas Journal of experimental child psychology 102 (4), 456-486, 2009	239	2009
Education, the science of learning, and the COVID-19 crisis MSC Thomas, C Rogers Prospects 49 (1), 87-90, 2020	233	2020
Modeling language acquisition in atypical phenotypes. MSC Thomas, A Karmiloff-Smith Psychological review 110 (4), 647, 2003	211	2003
New advances in understanding sensitive periods in brain development MSC Thomas, MH Johnson Current directions in psychological science 17 (1), 1-5, 2008	209	2008
Night-time screen-based media device use and adolescents' sleep and health-related quality of life MO Mireku, MM Barker, J Mutz, I Dumontheil, MSC Thomas, M Röösli, ... Environment international 124, 66-78, 2019	205	2019
Connectionist models of cognition MSC Thomas, JL McClelland The Cambridge handbook of computational psychology, 23-58, 2008	195	2008
Toward a unified theory of development JP Spencer, MSC Thomas, JL McClelland JP Spencer, MSC Thomas, & JL McClelland (Eds.), 86-118, 2009	177	2009
Précis of Neuroconstructivism: How the brain constructs cognition S Sirois, M Spratling, MSC Thomas, G Westermann, D Mareschal, ... Behavioral and Brain Sciences 31 (3), 321-331, 2008	176	2008

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