Articles dans des revues avec comité de lecture (82)
71.
Kolinsky, R., Morais, J., Content, A., & Cary, L. (1987). Finding parts within figures: a developmental study. Perception, 16(3), 399-407.
72.
Content, A. (1987). Segmental awareness of speech and learning the alphabetic code. Belgian journal of linguistics, 2, 133-146. doi:10.1075/bjl.2.08con
73.
Morais, J., Alegria Iscoa, J., & Content, A. (1987). The relationships between segmental analysis and alphabetic literacy: An interactive view. Cahiers de psychologie cognitive, 7, 415-438.
74.
Morais, J., Alegria Iscoa, J., & Content, A. (1987). Segmental awareness: Respectable, useful, and almost always necessary. Cahiers de psychologie cognitive, 7, 530-556.
75.
Morais, J., Cluytens, M., Alegria Iscoa, J., & Content, A. (1986). Speech-mediated retention in dyslexics. Perceptual and motor skills, 62(1), 119-126.
76.
Content, A., Alegria Iscoa, J., Morais, J., & Bertelson, P. (1986). Acquisition de la lecture et analyse segmentale de la parole. Psychologica belgica, 36, 1-15.
77.
Content, A., Kolinsky, R., Morais, J., & Bertelson, P. (1986). Phonetic segmentation in prereaders: effect of corrective information. Journal of experimental child psychology, 42(1), 49-72. doi:10.1016/0022-0965(86)90015-9
78.
Content, A., Morais, J., Kolinsky, R., & Bertelson, P. (1986). Explicit speech segmentation ability and susceptibility to phonological similarity in short-term retention: no correlation. Perceptual and motor skills, 63, 81-82.
79.
Content, A. (1985). Le développement de l'habileté d'analyse phonétique de la parole. Année psychologique, 85, 73-99.
80.
Bertelson, P., Morais, J., Alegria Iscoa, J., & Content, A. (1985). Phonetic analysis capacity and learning to read. Nature (London), 3113(5997), 73-74. doi:10.1038/313073c0
81.
Content, A. (1984). L'analyse phonétique explicite de la parole et l'acquisition de la lecture. Année psychologique, 84, 555-572.
82.
Content, A., Morais, J., Alegria Iscoa, J., & Bertelson, P. (1982). Accelerating the development of phonetic segmentation skills in kindergartners. Cahiers de psychologie cognitive, 2, 259-269.