Parties d'ouvrages collectifs (4)
4.
Calcus, A., Hoonhorst, I., Colin, C., Deltenre, P., & Kolinsky, R. (2018). The “rowdy classroom problem” in children with dyslexia: A review. In T. Lachmann & T. Weiss (Eds.), Reading and dyslexia. Springer. Articles dans des revues avec comité de lecture (14)
2.
Jirschik Caron, C., Vilain, C., Schwartz, J.-L., Bayard, C., Calcus, A., Leybaert, J., & Colin, C. (2023). The Effect of Cued-Speech (CS) Perception on Auditory Processing in Typically Hearing (TH) Individuals Who Are Either Naïve or Experienced CS Producers. Brain sciences, 13(1036), 18.4.
Calcus, A., Schoof, T., Rosen, S., Shinn-Cunningham, B., & Souza, P. (2020). Switching streams across ears to evaluate informational masking of speech-on-speech. Ear and hearing, 41.5.
Halliday, L., Rosen, S., Tuomainen, O., & Calcus, A. (2019). Impaired frequency selectivity and sensitivity to temporal fine structure, but not envelope cues, in children with mild-to-moderate sensorineural hearing loss. The Journal of the Acoustical Society of America, 146(6), 4299-4314. doi:10.1121/1.51340596.
Calcus, A., Tuomainen, O., Campos, A. C. S. M. A., Rosen, S., & Halliday, L. (2019). Functional brain alterations following mild-to-moderate sensorineural hearing loss in children. eLife, 8. doi:10.7554/eLife.469658.
Calcus, A., Lorenzi, C., Collet, G., Colin, C., & Kolinsky, R. (2016). Is there a relationship between speech identification in noise and categorical perception in children with dyslexia? Journal of speech, language, and hearing research, 59(4), 835-852. doi:10.1044/2016_JSLHR-H-15-0076