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1 - 5 of 5 search results for `sensory behaviours in autism spectrum`

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  2. Professor Usha Goswami FBA | Cambridge Language Sciences

    https://www.languagesciences.cam.ac.uk/directory/ucg10%40cam.ac.uk
    7 Jul 2024: and Thomson, JM., 2009. Auditory discrimination and auditory sensory behaviours in autism spectrum disorders. ... and Charman, T., 2009. Auditory discrimination and auditory sensory behaviours in autism spectrum disorders Neuropsychologia, v.

  3. Centre for Neuroscience in Education | Cambridge Language Sciences

    https://www.languagesciences.cam.ac.uk/departments/centre-for-neuroscience-in-education
    7 Jul 2024: and Charman, T., 2009. Auditory discrimination and auditory sensory behaviours in autism spectrum disorders Neuropsychologia, v. ... and Thomson, JM., 2009. Auditory discrimination and auditory sensory behaviours in autism spectrum disorders.

  4. Centre for Neuroscience in Education | Cambridge Language Sciences

    https://www.languagesciences.cam.ac.uk/taxonomy/term/47/%22/directory/academic_staff%22
    7 Jul 2024: and Charman, T., 2009. Auditory discrimination and auditory sensory behaviours in autism spectrum disorders Neuropsychologia, v. ... and Thomson, JM., 2009. Auditory discrimination and auditory sensory behaviours in autism spectrum disorders.

  5. Publications | Centre for Neuroscience in Education

    https://www.cne.psychol.cam.ac.uk/publications
    8 Jul 2024: Goswami, U., Huss, M., Mead, N., Fosker, T. (2021). Auditory Sensory Processing and Phonological Development in High IQ and Exceptional Readers, Typically Developing Readers, and Children With Dyslexia: A Longitudinal Study. ... 2011). Language-universal

  6. https://www.languagesciences.cam.ac.uk/taxonomy/term/47/feed

    https://www.languagesciences.cam.ac.uk/taxonomy/term/47/feed
    7 Jul 2024: 2013). Impaired perception of syllable stress in children with dyslexia: A longitudinal study. ... and Fosker, T., 2021. <i>Auditory Sensory Processing and Phonological Development in High IQ and Exceptional Readers, Typically Developing Readers, and

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