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Heinz Wimmer
Heinz Wimmer
Department of Psychology, University of Salzburg
Email verificata su sbg.ac.at
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Citata da
Anno
Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children's understanding of deception
H Wimmer, J Perner
Cognition 13 (1), 103-128, 1983
96691983
Three‐year‐olds' difficulty with false belief: The case for a conceptual deficit
J Perner, SR Leekam, H Wimmer
British journal of developmental psychology 5 (2), 125-137, 1987
22141987
“John thinks that Mary thinks that…” attribution of second-order beliefs by 5-to 10-year-old children
J Perner, H Wimmer
Journal of experimental child psychology 39 (3), 437-471, 1985
22091985
Development of word reading fluency and spelling in a consistent orthography: an 8-year follow-up.
K Landerl, H Wimmer
Journal of educational psychology 100 (1), 150, 2008
11222008
Characteristics of developmental dyslexia in a regular writing system
H Wimmer
Applied psycholinguistics 14 (1), 1-33, 1993
11081993
Ignorance versus false belief: A developmental lag in attribution of epistemic states
GJ Hogrefe, H Wimmer, J Perner
Child development, 567-582, 1986
10101986
The impact of orthographic consistency on dyslexia: A German-English comparison
K Landerl, H Wimmer, U Frith
Cognition 63 (3), 315-334, 1997
9571997
The influence of orthographic consistency on reading development: Word recognition in English and German children
H Wimmer, U Goswami
Cognition 51 (1), 91-103, 1994
7621994
The double-deficit hypothesis and difficulties in learning to read a regular orthography.
H Wimmer, H Mayringer, K Landerl
Journal of educational psychology 92 (4), 668, 2000
7322000
Children's understanding of informational access as source of knowledge
H Wimmer, GJ Hogrefe, J Perner
Child development, 386-396, 1988
6721988
Functional abnormalities in the dyslexic brain: A quantitative meta‐analysis of neuroimaging studies
F Richlan, M Kronbichler, H Wimmer
Human brain mapping 30 (10), 3299-3308, 2009
6132009
Learning to read: English in comparison to six more regular orthographies
M Aro, H Wimmer
Applied psycholinguistics 24 (4), 621-635, 2003
6102003
Differences in phonological recoding in German-and English-speaking children
U Frith, H Wimmer, K Landerl
Scientific Studies of reading 2 (1), 31-54, 1998
5491998
Meta-analyzing brain dysfunctions in dyslexic children and adults
F Richlan, M Kronbichler, H Wimmer
Neuroimage 56 (3), 1735-1742, 2011
5462011
The relationship of phonemic awareness to reading acquisition: More consequence than precondition but still important
H Wimmer, K Landerl, R Linortner, P Hummer
Cognition 40 (3), 219-249, 1991
5081991
Dysfluent reading in the absence of spelling difficulties: a specific disability in regular orthographies.
H Wimmer, H Mayringer
Journal of Educational psychology 94 (2), 272, 2002
4792002
Against the Cartesian view on mind: Young children's difficulty with own false beliefs
H Wimmer, M Hartl
British Journal of Developmental Psychology 9 (1), 125-138, 1991
454*1991
How German first graders read and spell: Doubts on teh importance of the logographic stage
H Wimmer, P Hummer
Applied psycholinguistics 11, 349-368, 1990
441*1990
Poor reading: A deficit in skill-automatization or a phonological deficit?
H Wimmer, H Mayringer, K Landerl
Scientific studies of reading 2 (4), 321-340, 1998
4131998
Phoneme awareness and pathways into literacy: A comparison of German and American children
V Mann, H Wimmer
Reading and writing 15, 653-682, 2002
4032002
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