Alexandra M. Cross
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Alexandra M. Cross has a total of 13 co-authors. Here are the top co-authors by number of shared publications:
Marc F. Joanisse
Brain and Mind Institute, The University of Western Ontario, London, Canada; Department of Psychology, The University of Western Ontario, London, Canada; Haskins Laboratories, New Haven CT, USA
4 shared publicationsLien Peters
Brain and Mind Institute, The University of Western Ontario, London, Canada; Department of Psychology, The University of Western Ontario, London, Canada
3 shared publicationsJan C. Frijters
Child and Youth Studies, Brock University, St. Catharines, Canada
2 shared publicationsKaren A. Steinbach
The Hospital for Sick Children (SickKids), Toronto, Canada
2 shared publicationsLisa M.D. Archibald
Brain and Mind Institute, The University of Western Ontario, London, Canada; Health and Rehabilitation Sciences, The University of Western Ontario, London, Canada; School of Communication Sciences and Disorders, University of Western Ontario, London, Canada; Department of Psychology, The University of Western Ontario, London, Canada
2 shared publicationsMaureen W. Lovett
The Hospital for Sick Children (SickKids), Toronto, Canada; Paediatrics and Medical Sciences, University of Toronto, Toronto, Canada
2 shared publications
Latest Publications
- 2 May 2023
- Published by Elsevier in Brain and Language
- Vol. 241, 105270
White matter correlates of reading subskills in children with and without reading disability
- 2 May 2023
- Published by Elsevier in Brain and Language
- Vol. 241, 105270
White matter correlates of reading subskills in children with and without reading disability
- Open Access
- 1 November 2021
- Published by Elsevier in NeuroImage
- Vol. 243, 118529
Resting-state functional connectivity and reading subskills in children
- 1 November 2021
- Published by Elsevier in NeuroImage
- Vol. 243, 118529
Open AccessResting-state functional connectivity and reading subskills in children
- Open Access
- 1 June 2021
- Published by Elsevier in Developmental Cognitive Neuroscience
- Vol. 49, 100957
Rich-club structure contributes to individual variance of reading skills via feeder connections in children with reading disabilities
- 1 June 2021
- Published by Elsevier in Developmental Cognitive Neuroscience
- Vol. 49, 100957
Open AccessRich-club structure contributes to individual variance of reading skills via feeder connections in children with reading disabilities
- 18 June 2018
- Published by Taylor & Francis in Language, Cognition and Neuroscience
- Vol. 33 (10) , 1315-1324
Eyetracking of coarticulatory cue responses in children and adults
Prior work suggests listeners are sensitive to coarticulatory cues during spoken word recognition; however, little is known about how this ability develops in children. In the present study, children and adults listened to words containing congruent and incongruent coarticulatory cues while looking at a two-picture display. We manipulated the congruency of the auditory-coarticulatory information such that the initial phoneme of the auditory cue matched the target, or contained an incongruent initial phoneme that instead matched the distractor picture. Accordingly, we observed both slower rates of looks to the target and higher rates of looks to the distractor on incongruent trials, indicating that both children and adults were sensitive to coarticulatory congruency. These findings suggest that children maintain detailed phonological representations of words, and may use coarticulatory information to facilitate spoken word recognition.
- 18 June 2018
- Published by Taylor & Francis in Language, Cognition and Neuroscience
- Vol. 33 (10) , 1315-1324
Eyetracking of coarticulatory cue responses in children and adults
Prior work suggests listeners are sensitive to coarticulatory cues during spoken word recognition; however, little is known about how this ability develops in children. In the present study, children and adults listened to words containing congruent and incongruent coarticulatory cues while looking at a two-picture display. We manipulated the congruency of the auditory-coarticulatory information such that the initial phoneme of the auditory cue matched the target, or contained an incongruent initial phoneme that instead matched the distractor picture. Accordingly, we observed both slower rates of looks to the target and higher rates of looks to the distractor on incongruent trials, indicating that both children and adults were sensitive to coarticulatory congruency. These findings suggest that children maintain detailed phonological representations of words, and may use coarticulatory information to facilitate spoken word recognition.