K

1. Kandel, S., & Valdois, S. (2006a). Syllables as functional units in a copying task.Language and Cognitive Processes, 21, 432-452.
2. Kandel, S., & Valdois, S. (2006, b) French and Spanish-speaking children use different visual and motor units during spelling acquisition.Language and Cognitive Processes, 21, 531-561.
3. Kandel, S., Alvarez, C., & Vallée, N. (2006). Syllables as processing units in handwriting production. Journal of Experimental Psychology: Human Perception and Performance, 32, 18-31.
4. Karmilof-Smith, A., & Karmilof-Smith, K. (2006). L'intelligence de l'enfant. Le regard des psychologues. Sciences Humaines: Auxerre.
5. Khomsi, A. (1997). PAMS, épreuve de logique non verbale. In ECS II Evaluation des compétencees scolaires aux cycles 2. Paris: ECPA.
6. Kolinsky, R. (1992). Conjunctions errors as a tool for the study of perceptual processes. In J. Alegria, D. Holender, J. Junça de Morais, & M. Radeau (Eds.), Analytic Approches to Human Cognition (pp. 133-149). Amsterdam: North-Holland.
7. Kolinsky, R. (1998). Spoken word recognition: A stage-processing approach to language differences. European Journal of Cognitive Psychology, 10, 1-40.
8. Kolinsky, R., & Morais, J. (1993). Intermediate representations in spoken word recognition: A cross-linguistic study of word illusions. Proceedings of the 3 rd European Conference on speech communication and technology, Eurospeech'93, Berlin, Germany, 731-734.
9. Kolinsky, R., Morais, J, & Cluytens, M. (1995). Intermediate representations in spoken word recognition: Evidence from word illusions. Journal of Memory and Language, 34, 19-40.
10. Konopczynski, G. (1991). Le Langage Émergent II : Aspects Vocaux et Mélodiques. Hambourg: Buske Verlag
11. Kyte, C. S., & Johnson, C. J. (2006). The role of phonological recoding in orthographic learning. Journal of Experimental Child Psychology, 93, 166-185.