Martina Hedenius
Universitetslektor vid Institutionen för folkhälso- och vårdvetenskap; Logopedprogrammet
- Telefon:
- 018-471 62 44
- Mobiltelefon:
- 072-200 85 80, 070-167 92 39
- E-post:
- martina.hedenius@uu.se
- Besöksadress:
- BMC, Husargatan 3
- Postadress:
- Box 564
751 22 UPPSALA
Universitetslektor vid Institutionen för folkhälso- och vårdvetenskap; Logopedi
- Mobiltelefon:
- 072-200 85 80, 070-167 92 39
- Besöksadress:
- BMC, Husargatan 3, Uppsala
- Postadress:
- Box 564
751 22 UPPSALA
- Akademiska meriter:
- leg. logoped, PhD
Mer information visas för dig som medarbetare om du loggar in.
Publikationer
Senaste publikationer
- Visual Global Processing and Subsequent Verbal and Non-Verbal Development (2023)
- Statistical learning in infancy predicts vocabulary size in toddlerhood (2022)
- Neural correlates of sequence learning in children with developmental dyslexia (2022)
- Alterations of procedural memory consolidation in children with developmental dyslexia (2021)
- Verbal fluency in relation to reading ability in students with and without dyslexia (2019)
Alla publikationer
Artiklar
- Visual Global Processing and Subsequent Verbal and Non-Verbal Development (2023)
- Statistical learning in infancy predicts vocabulary size in toddlerhood (2022)
- Neural correlates of sequence learning in children with developmental dyslexia (2022)
- Alterations of procedural memory consolidation in children with developmental dyslexia (2021)
- Verbal fluency in relation to reading ability in students with and without dyslexia (2019)
- The Compensatory Effect of Text-to-Speech Technology on Reading Comprehension and Reading Rate in Swedish Schoolchildren With Reading Disability (2018)
- Transcranial direct current stimulation enhances retention of a second (but not first) order conditional visuo-motor sequence (2018)
- Impaired implicit sequence learning in children with developmental dyslexia (2013)
- Enhanced Recognition Memory after Incidental Encoding in Children with Developmental Dyslexia (2013)
- Grammar predicts procedural learning and consolidation deficits in children with Specific Language Impairment (2011)