Author:
Katalin Mohai

Search for other papers by Katalin Mohai in
Current site
Google Scholar
PubMed
Close
Restricted access

  • Achenbach, T. H. (1991). Manual for the Child Behavior Checklist (4–18) and Profile. Burlington, VT: University of Vermont, Department of Psychiatry.

    Achenbach T. H. , '', in Manual for the Child Behavior Checklist (4–18) and Profile , (1991 ) -.

  • Ahissar, M., Lubin, Y., Putter-Katz, H., & Banai, K. (2006). Dyslexia and the failure to form a perceptual anchor. Nature Neuroscience, 9, 1558–1564.

    Banai K. , 'Dyslexia and the failure to form a perceptual anchor ' (2006 ) 9 Nature Neuroscience : 1558 -1564 .

    • Search Google Scholar
  • Ahissar, M. (2007). Dyslexia and the anchoring-deficit hypothesis. Trends in Cognitive Sciences, 11, 458–465.

    Ahissar M. , 'Dyslexia and the anchoring-deficit hypothesis ' (2007 ) 11 Trends in Cognitive Sciences : 458 -465 .

    • Search Google Scholar
  • Bell, S. M., McCallum, R. S., & Cox, E. A. (2003). Toward a research-based assessment of dyslexia: Using cognitive measures to identify reading disabilities. Journal of Learning Disabilities, 36, 505–516.

    Cox E. A. , 'Toward a research-based assessment of dyslexia: Using cognitive measures to identify reading disabilities ' (2003 ) 36 Journal of Learning Disabilities : 505 -516 .

    • Search Google Scholar
  • Bishop, D. V. M., Adams, C. V., & Norbury, C. F. (2004). Using nonword repetition to distinguish genetic and environmental influences on early literacy development: a study of 6 year old twins. American Journal of Medical Genetics: Neuropsychiatric Genetics, 129, 94–96.

    Norbury C. F. , 'Using nonword repetition to distinguish genetic and environmental influences on early literacy development: a study of 6 year old twins ' (2004 ) 129 American Journal of Medical Genetics: Neuropsychiatric Genetics : 94 -96 .

    • Search Google Scholar
  • Blomert, L. (2011). The neural signature of orthographic-phonological binding in successful and failing reading development. Neuroimage, 57, 695–703.

    Blomert L. , 'The neural signature of orthographic-phonological binding in successful and failing reading development ' (2011 ) 57 Neuroimage : 695 -703 .

    • Search Google Scholar
  • Blomert, L. és Csépe V. (2012). Az olvasástanulás és mérés pszichológiai alapjai. In Csapó B. és Csépe V. (szerk.), Tartalmi keretek az olvasás diagnosztikus értékeléséhez (17–86). Budapest: Nemzeti Tankönyvkiadó.

    Csépe V. , '', in Tartalmi keretek az olvasás diagnosztikus értékeléséhez , (2012 ) -.

  • Bohács K. (2010). A dinamikus értékelés. Magyar Pedagógia, 110(4), 311–328.

    Bohács K. , 'A dinamikus értékelés ' (2010 ) 110 Magyar Pedagógia : 311 -328 .

  • Bowers, P. G., & Ishaik, G. (2003). RAN’s contribution to understanding reading disabilities. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (140–157). New York: The Guilford Press.

    Ishaik G. , '', in Handbook of learning disabilities , (2003 ) -.

  • Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read — a causal connection. Nature, 301, 419–421.

    Bryant P. E. , 'Categorizing sounds and learning to read — a causal connection ' (1983 ) 301 Nature : 419 -421 .

    • Search Google Scholar
  • Caravolas, M., Volin, J., & Hulme, C. (2005). Phoneme awareness is a key component of alphabetic literacy skills in consistent and inconsistent orthographies: evidence from Czech and English children. Journal of Experimental Child Psychology, 92, 107–139.

    Hulme C. , 'Phoneme awareness is a key component of alphabetic literacy skills in consistent and inconsistent orthographies: evidence from Czech and English children ' (2005 ) 92 Journal of Experimental Child Psychology : 107 -139 .

    • Search Google Scholar
  • Catts, H. W., Adlof, S. M., Hogan, T. P., & Weismer, S. E. (2005). Are specific language impairment and dyslexia distinct disorders? Journal of Speech, Language, and Hearing Research, 48, 1378–1396.

    Weismer S. E. , 'Are specific language impairment and dyslexia distinct disorders? ' (2005 ) 48 Journal of Speech, Language, and Hearing Research : 1378 -1396 .

    • Search Google Scholar
  • Cunningham, A. E., Perry, K. E., Stanovich, K. E., & Share, D. L. (2002). Orthographic learning during reading: Examining the role of self-teaching. Journal of Experimental Child Psychology, 82, 185–199.

    Share D. L. , 'Orthographic learning during reading: Examining the role of self-teaching ' (2002 ) 82 Journal of Experimental Child Psychology : 185 -199 .

    • Search Google Scholar
  • Csépe V., Szucs D. és Lukács Á. (2003). Beszédészlelés és a nyelvi rendszer — fejlődés és fejlődési zavar. In Cziegler I., Halász L. és Marton L. M. (szerk.), Az általánostól a különösig (109–131). Budapest: Gondolat Kiadó.

    Lukács , '', in Az általánostól a különösig , (2003 ) -.

  • Csépe V., Honbolygó F. és Surányi Zs. (2007). Tapasztalatok a NEPSY magyar nyelvű változatával. In Racsmány M. (szerk.), A fejlődés zavarai és vizsgálómódszerei (148–170). Budapest: Akadémia Kiadó.

    Surányi Zs. , '', in A fejlődés zavarai és vizsgálómódszerei , (2007 ) -.

  • Csépe V. (2013). Olvasás, olvasási zavar és a fejlődő agy: In memoriam Leo Blomert. Pszichológia, 33(1), 1–14.

    Csépe V. , 'Olvasás, olvasási zavar és a fejlődő agy: In memoriam Leo Blomert ' (2013 ) 33 Pszichológia : 1 -14 .

    • Search Google Scholar
  • Ehri, L. C. (2005). Development of sight word reading: Phases and findings. In M. J. Snowling, & C. Hulme (Eds.), The Science of Reading: A Handbook (135–154). Oxford: Blackwell publishing.

    Ehri L. C. , '', in The Science of Reading: A Handbook , (2005 ) -.

  • Elliot, J. G., & Gibbs, S. (2008). Does dyslexia exist? Journal of Philosophy of Education 42(3–4), 475–491.

    Gibbs S. , 'Does dyslexia exist? ' (2008 ) 42 Journal of Philosophy of Education : 475 -491 .

    • Search Google Scholar
  • Ellis, A. W. (2004). Olvasás, írás és diszlexia. Budapest, TAS-11 Kft.

    Ellis A. W. , '', in Olvasás, írás és diszlexia , (2004 ) -.

  • Ferrer, E., Shaywitz, B. A., Holahan, J. M., Marchione, K., & Shaywitz, S. E. (2010). Uncoupling of Reading and IQ Over Time Empirical Evidence for a Definition of Dyslexia. Psychological Science, 21(1), 93–101.

    Shaywitz S. E. , 'Uncoupling of Reading and IQ Over Time Empirical Evidence for a Definition of Dyslexia ' (2010 ) 21 Psychological Science : 93 -101 .

    • Search Google Scholar
  • Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2007). Learning disabilities. From identification to intervention. New York: The Guilford Press.

    Barnes M. A. , '', in Learning disabilities. From identification to intervention , (2007 ) -.

  • Gooch, D., Snowling, M. J., & Hulme, C. (2011). Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms. Journal of Child Psychology and Psychiatry, and Applied Disciplines, 52(2), 195–203.

    Hulme C. , 'Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms ' (2011 ) 52 Journal of Child Psychology and Psychiatry, and Applied Disciplines : 195 -203 .

    • Search Google Scholar
  • Goswami, U., & Bryant, P. E. (1990). Phonological skills and learning to read. Hillsdale, NJ: Erlbaum.

    Bryant P. E. , '', in Phonological skills and learning to read , (1990 ) -.

  • Goswami, U. (2008). Reading. In J. Reed, & J. Warner-Rogers (Eds.), Child neuropsychology Concepts, theory and practice (340–356). Oxford: Wiley-Blackwell.

    Goswami U. , '', in Child neuropsychology Concepts, theory and practice , (2008 ) -.

  • Grigorenko, E. L. (2009). Dynamic assessment and response to intervention: two sides of one coin. Journal of Learning Disabilities, 42(2), 111–132.

    Grigorenko E. L. , 'Dynamic assessment and response to intervention: two sides of one coin ' (2009 ) 42 Journal of Learning Disabilities : 111 -132 .

    • Search Google Scholar
  • Harm, M. W., & Seidenberg, M. S. (1999). Phonology, reading acquisition and dyslexia: insight from connectionist models. Psychological Review 106(3), 491–528.

    Seidenberg M. S. , 'Phonology, reading acquisition and dyslexia: insight from connectionist models ' (1999 ) 106 Psychological Review : 491 -528 .

    • Search Google Scholar
  • Hulme, C., & Snowling, M. J. (1992). Deficits in output phonology: An explanation of reading failure? Cognitive Neuropsychology, 9, 47–72.

    Snowling M. J. , 'Deficits in output phonology: An explanation of reading failure? ' (1992 ) 9 Cognitive Neuropsychology : 47 -72 .

    • Search Google Scholar
  • Kemp, S. L., & Korkman, M. (2010). Essentials of NEPSY-II Assessment. New Jersey: John Wiley.

    Korkman M. , '', in Essentials of NEPSY-II Assessment , (2010 ) -.

  • Korkman, M., Kirk, R., & Kemp, S. L. (1998). NEPSY. A Developmental Neuropsychological Assessment. San Antonio: The Psychological Corporation.

    Kemp S. L. , '', in NEPSY. A Developmental Neuropsychological Assessment , (1998 ) -.

  • Kuncz E., Mészáros A., Mlinkó R. és Nagyné Réz I. (2008). A szakértői vizsgálati munka protokollja. In Mesterházi Zs. (szerk.), Inkluzív nevelés. Kézikönyv a szakértői bizottságok működéséhez (1–103). Budapest: Educatio Kht.

    Nagyné Réz I. , '', in Inkluzív nevelés. Kézikönyv a szakértői bizottságok működéséhez , (2008 ) -.

  • Landerl, K., & Wimmer, H. (2008). Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up. Journal of Educational Psychology, 100 (1), 150–161.

    Wimmer H. , '', in Journal of Educational Psychology , (2008 ) -.

  • Landerl, K., Ramus, F., Tóth, D., Honbolygó, F., Csépe, V., & Schulte-Körne, G. (2013). Predictors of developmental dyslexia in European orthographies with varying complexity. Journal of Child Psychology and Psychiatry 54(6), 686–694.

    Schulte-Körne G. , 'Predictors of developmental dyslexia in European orthographies with varying complexity ' (2013 ) 54 Journal of Child Psychology and Psychiatry : 686 -694 .

    • Search Google Scholar
  • Liberman, I. (1971). Basic research in speech and lateralization of language: Some implications for reading disability. Bulletin of the Orton Society, 21, 71–87.

    Liberman I. , 'Basic research in speech and lateralization of language: Some implications for reading disability ' (1971 ) 21 Bulletin of the Orton Society : 71 -87 .

    • Search Google Scholar
  • Lukács Á. és Pléh Cs. (2004). A fejlődési zavarok vizsgálata és a megismeréstudomány. Beszélő, IX(6–7), 126–133.

    Pléh Cs. , 'A fejlődési zavarok vizsgálata és a megismeréstudomány ' (2004 ) IX Beszélő : 126 -133 .

    • Search Google Scholar
  • McCallum, S., Wood, M., Below, J. L., Choate, S. M., & McCane, S. J. (2006). What is the role in reading relative to th ebig three processing variables (orthography, phonology and rapid naming)? Journal of psychoeducational assessment, 24(3), 243–259.

    McCane S. J. , 'What is the role in reading relative to th ebig three processing variables (orthography, phonology and rapid naming)? ' (2006 ) 24 Journal of psychoeducational assessment : 243 -259 .

    • Search Google Scholar
  • Mohai K. (2013). Szempontok az olvasási zavarok azonosításához és differenciáldiagnosztikájához. Doktori (PhD) értekezés. Budapest. Témavezeto: Prof. dr. Csépe Valéria. Védésre benyújtva: 2013. augusztus.

    Mohai K. , '', in Szempontok az olvasási zavarok azonosításához és differenciáldiagnosztikájához , (2013 ) -.

  • Nagyné Réz I., Lányiné Engelmayer Á., Kuncz E., Mészáros A., Mlinkó R., Bass L., Rózsa S. és Ko N. (2008). A WISC-IV gyermek intelligenciateszt magyar kézikönyve. Hazai tapasztalatok, vizsgálati eredmények és normák. Budapest: OS Hungary Tesztfejleszto Kft.

    Ko N. , '', in A WISC-IV gyermek intelligenciateszt magyar kézikönyve. Hazai tapasztalatok, vizsgálati eredmények és normák , (2008 ) -.

  • Nicolson, R. I., & Fawcett, A. J. (2007). Procedural learning difficulties: reuniting the developmental disorders? Trends in Neurosciences, 30(4), 135–141.

    Fawcett A. J. , 'Procedural learning difficulties: reuniting the developmental disorders? ' (2007 ) 30 Trends in Neurosciences : 135 -141 .

    • Search Google Scholar
  • Norton, E. S., & Wolf, M. (2012). Rapid automatized naming (RAN) and reading fluency: implications for understanding and treatment of reading disabilities. Annual Review of Psychology, 63, 427–452.

    Wolf M. , 'Rapid automatized naming (RAN) and reading fluency: implications for understanding and treatment of reading disabilities ' (2012 ) 63 Annual Review of Psychology : 427 -452 .

    • Search Google Scholar
  • Pennington, B. F. (2009). Diagnosing learning disorders. A neuropsychological framework. New York: The Guilford Press.

    Pennington B. F. , '', in Diagnosing learning disorders. A neuropsychological framework , (2009 ) -.

  • Posner, M. I., & Rothbart, M. K. (2007). Research on attention networks as a model for the integration of psychological science. Annual Review of Psychology, 58, 1–23.

    Rothbart M. K. , 'Research on attention networks as a model for the integration of psychological science ' (2007 ) 58 Annual Review of Psychology : 1 -23 .

    • Search Google Scholar
  • Racsmány M. és Pléh Cs. (szerk.) (2001). Az elme sérülései. Kognitív neuropszichológiai tanulmányok. Budapest: Akadémia Kiadó.

    '', in Az elme sérülései. Kognitív neuropszichológiai tanulmányok , (2001 ) -.

  • Racsmány M., Lukács Á., Németh D. és Pléh Cs. (2005). A verbális munkamemória magyar nyelvu vizsgálóeljárásai. Magyar Pszichológiai Szemle, 60(4), 479–505.

    Pléh Cs. , 'A verbális munkamemória magyar nyelvu vizsgálóeljárásai ' (2005 ) 60 Magyar Pszichológiai Szemle : 479 -505 .

    • Search Google Scholar
  • Racsmány M. (szerk.) (2007). A fejlodés zavarai és vizsgáló módszerei. Budapest: Akadémia Kiadó.

    '', in A fejlodés zavarai és vizsgáló módszerei , (2007 ) -.

  • Rice, M., & Brooks, G. (2004). Developmental dyslexia in adults: a research review London: National Research and Development Centre for adult literacy and numeracy.

    Brooks G. , '', in Developmental dyslexia in adults: a research review , (2004 ) -.

  • Richardson, A. J. (2001). Fatty Acids in Dyslexia, Dyspraxia, ADHD and the Autistic Spectrum. Nutrition Practitioner, 3(3), 18–24.

    Richardson A. J. , 'Fatty Acids in Dyslexia, Dyspraxia, ADHD and the Autistic Spectrum ' (2001 ) 3 Nutrition Practitioner : 18 -24 .

    • Search Google Scholar
  • Rózsa S., Gádoros J. és Ko N. (1998). A Gyermekviselkedési Kérdőív diagnosztikai megbízhatósága és a több információforráson alapuló jellemzések sajátosságai. Psychiatria Hungarica, 14(4), 375–392.

    Ko N. , 'A Gyermekviselkedési Kérdőív diagnosztikai megbízhatósága és a több információforráson alapuló jellemzések sajátosságai ' (1998 ) 14 Psychiatria Hungarica : 375 -392 .

    • Search Google Scholar
  • Schmitt, A. J., & Wodrich, D. L. (2004). Validation of Developmental Neuropsychological Assessment (NEPSY) through comparison of neurological, scholastic concerns and control groups. Archives of Clinical Neuropsychology 19, 1077–1093.

    Wodrich D. L. , 'Validation of Developmental Neuropsychological Assessment (NEPSY) through comparison of neurological, scholastic concerns and control groups ' (2004 ) 19 Archives of Clinical Neuropsychology : 1077 -1093 .

    • Search Google Scholar
  • Semrud-Clikeman, M. (2005). Neuropsychological. Aspects for Evaluating Disabilities. Journal of Learning Disabilities, 38, 563–568.

    Semrud-Clikeman M. , 'Neuropsychological. Aspects for Evaluating Disabilities ' (2005 ) 38 Journal of Learning Disabilities : 563 -568 .

    • Search Google Scholar
  • Share, D. L. (1995). Phonological recoding and self-teaching: sine qua non of reading acquisition. Cognition, 55, 151–218.

    Share D. L. , 'Phonological recoding and self-teaching: sine qua non of reading acquisition ' (1995 ) 55 Cognition : 151 -218 .

    • Search Google Scholar
  • Siegel, L. (2006). Basic cognitive processes and reading disabilities In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (158–181). New York: The Guilford Press.

    Siegel L. , '', in Handbook of learning disabilities , (2006 ) -.

  • Snowling, M. J. (2008). Specific disorders and broader phenotypes: The case of dyslexia. Quarterly Journal of Experimental Psychology, 61, 142–156.

    Snowling M. J. , 'Specific disorders and broader phenotypes: The case of dyslexia ' (2008 ) 61 Quarterly Journal of Experimental Psychology : 142 -156 .

    • Search Google Scholar
  • Stanovich, K. E. (1988). Explaining the differences between the dyslexic and the gardenvariety poor reader: the phonological-core-variable-difference model. Journal of Learning Disabilities, 21(10), 590–604.

    Stanovich K. E. , 'Explaining the differences between the dyslexic and the gardenvariety poor reader: the phonological-core-variable-difference model ' (1988 ) 21 Journal of Learning Disabilities : 590 -604 .

    • Search Google Scholar
  • Swanson, H. L., & Sachse-Lee, C. (2001). A subgroup analysis of working memory in children with reading disabilities? Domain-general or domain-specific deficiency? Journal of Learning Disabilities, 34, 249–263.

    Sachse-Lee C. , 'A subgroup analysis of working memory in children with reading disabilities? Domain-general or domain-specific deficiency? ' (2001 ) 34 Journal of Learning Disabilities : 249 -263 .

    • Search Google Scholar
  • Swanson, H. L., & Siegel, L. (2001). Learning disabilities as a working memory deficit. Issues in Education Contributions of Educational Psychology, 7(1), 1–48.

    Siegel L. , 'Learning disabilities as a working memory deficit ' (2001 ) 7 Issues in Education Contributions of Educational Psychology : 1 -48 .

    • Search Google Scholar
  • Torda Á. (megj. alatt). Diagnosztikai kézikönyv a közoktatásban folyó diagnosztikai gyakorlat a sajátos nevelési igény megállapítására. Budapest: Educatio Kht.

  • Tóth D. és Csépe V. (2009). Az olvasás fejlődése kognitív idegtudományi nézőpontból. Pszichológia, 29(4), 357–375.

    Csépe V. , 'Az olvasás fejlődése kognitív idegtudományi nézőpontból ' (2009 ) 29 Pszichológia : 357 -375 .

    • Search Google Scholar
  • Tóth D. (2012). Mit, miért, hogyan? Mérés és értelmezés a kognitív olvasásfejlodési vizsgálatokban. Doktori (PhD) disszertáció. Budapest.

    Tóth D. , '', in Mit, miért, hogyan? Mérés és értelmezés a kognitív olvasásfejlodési vizsgálatokban , (2012 ) -.

  • Ullman, M. T. (2004). Contributions of memory circuits to language: the declarative/procedural model. Cognition, 92, 231–270.

    Ullman M. T. , 'Contributions of memory circuits to language: the declarative/procedural model ' (2004 ) 92 Cognition : 231 -270 .

    • Search Google Scholar
  • Vaessen, A. (2010). Cognitive dynamics of fluent reading and spelling development PhD dissertation, Maastricht. http://arno.unimaas.nl/show.cgi?fid=18902

    Vaessen A. , '', in Cognitive dynamics of fluent reading and spelling development , (2010 ) -.

  • Vaessen, A., Bertrand, D., Tóth, D., Csépe, V., Faísca, L., Reis, A., & Blomert, L. (2010). Cognitive development of fluent word reading does not qualitatively differ between transparent and opaque orthographies. Journal of Educational Psychology, 102(4), 827–842.

    Blomert L. , 'Cognitive development of fluent word reading does not qualitatively differ between transparent and opaque orthographies ' (2010 ) 102 Journal of Educational Psychology : 827 -842 .

    • Search Google Scholar
  • Van Daal, V. H. P., & Van der Leij, A. (1999). Developmental dyslexia: Related to specific or general deficits? Annals of Dyslexia, 49, 71–104.

    Leij A. , 'Developmental dyslexia: Related to specific or general deficits? ' (1999 ) 49 Annals of Dyslexia : 71 -104 .

    • Search Google Scholar
  • Vaughn, S., & Fuchs, L. S. (2003). Redefining learning disabilities as inadequate response to instruction: the promise and potential problems. Learning Disabilities Research & Practice 18(3), 137–146.

    Fuchs L. S. , 'Redefining learning disabilities as inadequate response to instruction: the promise and potential problems ' (2003 ) 18 Learning Disabilities Research & Practice : 137 -146 .

    • Search Google Scholar
  • Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disabilities (dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry, 45, 2–40.

    Scanlon D. M. , 'Specific reading disabilities (dyslexia): What have we learned in the past four decades? ' (2004 ) 45 Journal of Child Psychology and Psychiatry : 2 -40 .

    • Search Google Scholar
  • Vicari, S., Marotta, L., Menghini, D., Molinari, M., & Petrosini, L. (2003). Implicit learning deficit in children with developmental dyslexia. Neuropsychologia, 41, 108–114.

    Petrosini L. , 'Implicit learning deficit in children with developmental dyslexia ' (2003 ) 41 Neuropsychologia : 108 -114 .

    • Search Google Scholar
  • Vicari, S., Finzi, A., Menghini, D., Marotta, L., Baédi, S., & Petrosini, L. (2005). Do children with developmental dyslexia have an implicit learning deficit? Journal of Neurology, Neurosurgery and Psychiatry, 76, 1393–1397.

    Petrosini L. , 'Do children with developmental dyslexia have an implicit learning deficit? ' (2005 ) 76 Journal of Neurology, Neurosurgery and Psychiatry : 1393 -1397 .

    • Search Google Scholar
  • Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192–212.

    Torgesen J. K. , 'The nature of phonological processing and its causal role in the acquisition of reading skills ' (1987 ) 101 Psychological Bulletin : 192 -212 .

    • Search Google Scholar
  • Wagner, R. K., Torgesen, J. K., Rashotte, C. A., Hecht, S. A., & Barker, T. A. (1997). Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: a 5-year longitudinal study. Developmental Psychology. 33, 468–479.

    Barker T. A. , 'Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: a 5-year longitudinal study ' (1997 ) 33 Developmental Psychology : 468 -479 .

    • Search Google Scholar
  • Wechsler, D. (2008). WISC-IV Technikai és értelmezo kézikönyv. Budapest: OS Hungary Tesztfejleszto Kft.

    Wechsler D. , '', in WISC-IV Technikai és értelmezo kézikönyv , (2008 ) -.

  • Wimmer, H., Landerl, K., Linortner, R., & Hummer, P. (1991). The relationship of phonemic awareness to reading acquisition: More consequence than precondition but still important. Cognition, 40, 219–249.

    Hummer P. , 'The relationship of phonemic awareness to reading acquisition: More consequence than precondition but still important ' (1991 ) 40 Cognition : 219 -249 .

    • Search Google Scholar
  • Wolf, M., & Bowers, P. (1999). The double-defict hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91(3), 415–438.

    Bowers P. , 'The double-defict hypothesis for the developmental dyslexias ' (1999 ) 91 Journal of Educational Psychology : 415 -438 .

    • Search Google Scholar
  • Wolf, M., & Bowers, P. G. (2000). Naming speed processes and developmental reading disabilities: an introduction to the special issue on the double-deficit hypothesis. Journal of Learning Disabilities, 33, 322–324.

    Bowers P. G. , 'Naming speed processes and developmental reading disabilities: an introduction to the special issue on the double-deficit hypothesis ' (2000 ) 33 Journal of Learning Disabilities : 322 -324 .

    • Search Google Scholar
  • Wolff, U., & Lundberg, I. (2003). A technique for group screening of dyslexia among adults. Annals of Dyslexia, 53, 324–339.

    Lundberg I. , 'A technique for group screening of dyslexia among adults ' (2003 ) 53 Annals of Dyslexia : 324 -339 .

    • Search Google Scholar
  • Zeffiro és Eden (2000). The Neural Basis of Developmental Dyslexia. Annals of Dyslexia, 50, 3–30.

    Eden , 'The Neural Basis of Developmental Dyslexia ' (2000 ) 50 Annals of Dyslexia : 3 -30 .

    • Search Google Scholar
  • Ziegler, J. C., & Goswami, U. C. (2005). Reading acquisition, developmental dyslexia and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131(1), 3–29.

    Goswami U. C. , 'Reading acquisition, developmental dyslexia and skilled reading across languages: A psycholinguistic grain size theory ' (2005 ) 131 Psychological Bulletin : 3 -29 .

    • Search Google Scholar
  • Ziegler, J. C., Bertrand, D., Tóth, D., Csépe, V., Reis, A., Faísca, L. et al. (2010). Orthographic depth and its impact on universal predictors of reading: A cross-language investigation. Psychological Science, 21(4), 551–559.

    Faísca L. , 'Orthographic depth and its impact on universal predictors of reading: A cross-language investigation ' (2010 ) 21 Psychological Science : 551 -559 .

    • Search Google Scholar
  • Zsoldos M. (szerk.) (2006). (Gyógy)pedagógiai diagnosztika és tanácsadás. Kézikönyv a nevelési tanácsadókban, szakértoi és rehabilitációs bizottságokban végzett komplex vizsgálathoz. Budapest: Oktatási Minisztérium, Fogyatékos Gyermekekért Országos Közalapítvány.

    '', in (Gyógy)pedagógiai diagnosztika és tanácsadás. Kézikönyv a nevelési tanácsadókban, szakértoi és rehabilitációs bizottságokban végzett komplex vizsgálathoz , (2006 ) -.

  • Collapse
  • Expand
The author instructions are available in PDF.
Please, download the file from HERE.

 

Senior editors

Editor(s)-in-Chief: Fülöp, Márta

Chair of the Editorial Board:
Molnár Márk, HUN-REN TTK, Kognitív Idegtudományi és Pszichológiai Intézet, Budapest

          Area Editors

  • Bereczkei Tamás, PTE (Evolutionary psychology)
  • Bolla Veronika, ELTE BGGY (Psychology of special education)
  • Demetrovics Zsolt, ELTE PPK (Clinical psychology)
  • Faragó Klára, ELTE (Organizational psychology)
  • Hámori Eszter, PPKE (Clinical child psychology)
  • Kéri Szabolcs, SZTE (Experimental and Neuropsychology)
  • Kovács Kristóf, ELTE (Cognitive psychology)
  • Molnárné Kovács Judit, DTE (Social psychology)
  • Nagy Tamás, ELTE PPK (Health psychology, psychometry)
  • Nguyen Luu Lan Anh, ELTE PPK (Cross-cultural psychology)
  • Pohárnok Melinda, PTE (Developmental psychology)
  • Rózsa Sándor, KRE (Personality psychology and psychometrics)
  • Sass Judit, BCE (Industrial and organizational psychology)
  • Szabó Éva, SZTE (Educational psychology)
  • Szokolszky Ágnes, SZTE (Book review)

 

        Editorial Board

  • Csabai Márta, Károli Gáspár Református Egyetem, Budapest

  • Császár Noémi, Pszichoszomatikus Ambulancia, Budapest

  • Csépe Valéria, HUN-REN TTK, Kognitív Idegtudományi és Pszichológiai Intézet, Budapest

  • Czigler István, HUN-REN TTK, Kognitív Idegtudományi és Pszichológiai Intézet, Budapest

  • Dúll Andrea, ELTE PPK, Budapest
  • Ehmann Bea, HUN-REN TTK, Kognitív Idegtudományi és Pszichológiai Intézet, Budapest
  • Gervai Judit, HUN-REN TTK, Kognitív Idegtudományi és Pszichológiai Intézet, Budapest
  • Kiss Enikő Csilla, Károli Gáspár Református Egyetem, Budapest
  • Kiss Paszkál, Károli Gáspár Református Egyetem, Budapest
  • Lábadi Beátrix, Pécsi Tudományegyetem, Pécs
  • Nagybányai-Nagy Olivér, Károli Gáspár Református Egyetem, Budapest
  • Péley Bernadette, Pécsi Tudományegyetem, Pécs
  • Perczel-Forintos Dóra, Semmelweis Egyetem, Budapest
  • Polonyi Tünde, Debreceni Egyetem
  • Révész György,  Pécsi Tudományegyetem, Pécs
  • Winkler István, HUN-REN TTK, Kognitív Idegtudományi és Pszichológiai Intézet, Budapest

 

Secretary of the editorial board: 

  •  Saád Judit, HUN-REN TTK, Kognitív Idegtudományi és Pszichológiai Intézet, Budapest

 

Magyar Pszichológiai Szemle
ELTE PPK Pszichológiai Intézet
Address: H-1064 Budapest, Izabella u. 46.
E-mail: pszichoszemle@gmail.com

Indexing and Abstracting Services:

  • PsycINFO
  • Scopus
  • CABELLS Journalytics

2023  
Scopus  
CiteScore 0.4
CiteScore rank Q4 (General Psychology)
SNIP 0.149
Scimago  
SJR index 0.126
SJR Q rank Q4

Magyar Pszichológiai Szemle
Publication Model Hybrid
Submission Fee none
Article Processing Charge 900 EUR/article
Printed Color Illustrations 40 EUR (or 10 000 HUF) + VAT / piece
Regional discounts on country of the funding agency World Bank Lower-middle-income economies: 50%
World Bank Low-income economies: 100%
Further Discounts Editorial Board / Advisory Board members: 50%
Corresponding authors, affiliated to an EISZ member institution subscribing to the journal package of Akadémiai Kiadó: 100%
Subscription fee 2025 Online subsscription: 184 EUR / 220 USD
Print + online subscription: 224 EUR / 252 USD
Subscription Information Online subscribers are entitled access to all back issues published by Akadémiai Kiadó for each title for the duration of the subscription, as well as Online First content for the subscribed content.
Purchase per Title Individual articles are sold on the displayed price.

Magyar Pszichológiai Szemle
Language Hungarian
Size B5
Year of
Foundation
1928
Volumes
per Year
1
Issues
per Year
4
Founder Magyar Pszichológiai Társaság 
Founder's
Address
H-1075 Budapest, Hungary Kazinczy u. 23-27. I/116. 
Publisher Akadémiai Kiadó
Publisher's
Address
H-1117 Budapest, Hungary 1516 Budapest, PO Box 245.
Responsible
Publisher
Chief Executive Officer, Akadémiai Kiadó
ISSN 0025-0279 (Print)
ISSN 1588-2799 (Online)

Monthly Content Usage

Abstract Views Full Text Views PDF Downloads
Feb 2024 3 1 0
Mar 2024 7 2 4
Apr 2024 30 1 4
May 2024 23 0 0
Jun 2024 18 0 0
Jul 2024 5 0 0
Aug 2024 0 0 0