Part of
Cross-Disciplinary Issues in Compounding
Edited by Sergio Scalise and Irene Vogel
[Current Issues in Linguistic Theory 311] 2010
► pp. 257270
Cited by (11)

Cited by 11 other publications

Lago, Sara, Rachele Pezzetta, Simone Gastaldon, Francesca Peressotti & Giorgio Arcara
2023. Trial‐by‐trial fluctuations of pre‐stimulus alpha power predict language ERPs. Psychophysiology 60:12 DOI logo
Maziyah Mohamed, Mirrah, Melvin J. Yap, Qian Wen Chee & Debra Jared
2023. Malay Lexicon Project 2: Morphology in Malay word recognition. Memory & Cognition 51:3  pp. 647 ff. DOI logo
Hennecke, Inga
2022. Prepositional constituents in multi-word units: an experimental reading study of the French preposition de . Linguistics 60:6  pp. 1785 ff. DOI logo
Hennecke, Inga & Harald Baayen
2021. Romance N Prep N constructions in visual word recognition. The Mental Lexicon 16:1  pp. 98 ff. DOI logo
Deutsch, Avital & Victor Kuperman
2019. Formal and semantic effects of morphological families on word recognition in Hebrew. Language, Cognition and Neuroscience 34:1  pp. 87 ff. DOI logo
Rahmanian, Sadaf & Victor Kuperman
2019. Spelling Errors Impede Recognition of Correctly Spelled Word Forms. Scientific Studies of Reading 23:1  pp. 24 ff. DOI logo
Gaeta, Livio & Amir Zeldes
2017. Between VP and NN. Constructions and Frames 9:1  pp. 1 ff. DOI logo
Dal, Georgette & Fiammetta Namer
2015. La fréquence en morphologie : pour quels usages ?. Langages N° 197:1  pp. 47 ff. DOI logo
Pham, Hien & Harald Baayen
2015. Vietnamese compounds show an anti-frequency effect in visual lexical decision. Language, Cognition and Neuroscience 30:9  pp. 1077 ff. DOI logo
Baayen, R Harald, Peter Hendrix & Michael Ramscar
2013. Sidestepping the Combinatorial Explosion: An Explanation of n-gram Frequency Effects Based on Naive Discriminative Learning. Language and Speech 56:3  pp. 329 ff. DOI logo
Tsesmeli, Styliani N. & Despoina Koutselaki
2013. Spelling Performance and Semantic Understanding of Compound Words by Greek Students With Learning Disabilities. Journal of Learning Disabilities 46:3  pp. 241 ff. DOI logo

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