Write in a clean editor, then format for Applied Psycholinguistics in one click — DocuGuru applies the official Cambridge University Press template with numbered references and exports a submission-ready PDF plus the editable LaTeX source. Free to start.
Applied Psycholinguistics is a peer-reviewed journal published by Cambridge University Press, covering Reading and Literacy Development, Language Development and Disorders, Neurobiology of Language and Bilingualism.
| Publisher | Cambridge University Press |
|---|---|
| Reference style | Numbered Numbered — [1], [2] in the text [1] A. Smith, B. Jones, and C. Lee, A representative article title, Applied Psycholinguistics 12 (2023) 45–58.
Formats any DOI in the closest standard style — Applied Psycholinguistics has no published style definition, so this is an approximation. No sign-up. |
| Publishes research in | Reading and Literacy Development Language Development and Disorders Neurobiology of Language and Bilingualism Diverse Scientific and Economic Studies Phonetics and Phonology Research |
| ISSN | 0142-7164 |
| Citation impact (2-yr) | 1.61 |
| h-index | 151 |
| i10-index | 1,163 |
| Total citations | 89,963 |
| Top institutions publishing here | McGill University |
| Journal website | journals.cambridge.org |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
The ability to process the linguistic input in real time is crucial for successfully acquiring a language, and yet little is known about how language learners comprehend or produce language in real time. Against this background, we have conducted a detailed study of grammatical processing in language learners using experimental psycholinguistic techniques and comparing different…
This article presents a theoretical framework designed to accommodate core evidence that the abilities to repeat nonwords and to learn the phonological forms of new words are closely linked. Basic findings relating nonword repetition and word learning both in typical samples of children and adults and in individuals with disorders of language learning are described.…
ABSTRACT The bilingual child is seen as a unique source of information about the relation between input and intake. The strength of the association between language exposure estimates and vocabulary learning was examined for 25 simultaneous bilingual infants (ages 8 to 30 months) with differing patterns of exposure to the languages being learned. Using the…
This article reports on a study that addresses the following question: why do some children exposed to two languages from early on fail to speak those two languages? Questionnaire data were collected in 1,899 families in which at least one of the parents spoke a language other than the majority language. Each questionnaire asked about…
Abstract The present study assessed reading difficulties and cognitive impairments of German-speaking dyslexic children at grade levels 2, 3, and 4. It was found that German dyslexic children suffered from a pervasive speed deficit for all types of reading tasks, including text, high frequency words, and pseudowords, but at the same time showed generally rather…
