Ferenc Kemény
Biographic Data
| ID | 5855108 |
|---|---|
| NAME | Ferenc Kemény |
| GIVEN NAMES | Ferenc |
| FAMILY NAME | Kemény |
| SIGNATURE | KEMÉNY F |
| AFFILIATIONS | Eötvös Loránd University |
| ORCID | 0000-0003-2961-3014 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Stability of reading and spelling difficulties
Reading and spelling can be impaired selectively and combined. Research with German-speaking children demonstrated that reading problems are stable over time, while many children with spelling difficulties improve their skills (Moll et al., 2020). Our study aims to examine the stability of literacy impairments in Hungarian elementary school children and explore the cognitive factors that might play a role in remediating literacy deficits. We asse…
How Is Reading Related to Working Memory?—A Cross‐Sectional Developmental Perspective
Individual differences in working memory (WM) influence reading skills. We aim to identify how different domains of WM explain reading performance, and how this association changes with age and reading expertise. Hungarian children from first to sixth grade took part in our study. The decoding skills of all children were assessed with 1‐min word reading and pseudoword reading tasks. Furthermore, children participated in one of three WM tasks: a v…
What makes an excellent reader? Short-term memory contrasts between two groups of children
Purpose Research on the association of short-term memory (STM) and reading expertise are dominated by studies with typically developing children and children with reading impairment. Many studies confirmed the role of short-term memory in reading development and reading, especially in the case of verbal and phonological STM. The current study takes an unusual perspective by contrasting age-appropriate readers with excellent readers (reading perfo…
The Role of Statistical Learning and Verbal Short-Term Memory in Impaired and Typical Lexical Development
Purpose: Studies on the interface between statistical learning and language are dominated by its role in word segmentation and association with grammar skills, while research on its role in lexical development is scarce. The current study is aimed at exploring whether and how statistical learning and verbal short-term memory are associated with lexical skills in typically developing German-speaker primary school children (Experiment 1) and Hungar…
Self-Insight in Probabilistic Category Learning
The Weather Prediction (WP) task is one of the most extensively used Probabilistic Category Learning tasks. Although it has been usually treated as an implicit task, its implicit nature has been questioned with focus on the structural knowledge of the acquired information. The goal of the current studies is to test if participants acquire explicit knowledge on the WP task. Experiment 1 addresses this question directly with the help of a subjectiv…
Perceptual Effect on Motor Learning in the Serial Reaction-Time Task
Although the Serial Reaction-Time Task has been an effective tool in studying procedural learning, there is still a debate as to whether learning in the task is effector-based, stimulus-based, or response-based. In this article, the authors contribute to this debate by contrasting response- and stimulus-based learning by manipulating them selectively and simultaneously. Results show that (a) participants learned response sequences in the absence …
Perceptual Effect on Motor Learning in the Serial Reaction-Time Task
Although the Serial Reaction-Time Task has been an effective tool in studying procedural learning, there is still a debate as to whether learning in the task is effector-based, stimulus-based, or response-based. In this article, the authors contribute to this debate by contrasting response- and stimulus-based learning by manipulating them selectively and simultaneously. Results show that (a) participants learned response sequences in the absence …
Perceptual Effect on Motor Learning in the Serial Reaction-Time Task
Although the Serial Reaction-Time Task has been an effective tool in studying procedural learning, there is still a debate as to whether learning in the task is effector-based, stimulus-based, or response-based. In this article, the authors contribute to this debate by contrasting response- and stimulus-based learning by manipulating them selectively and simultaneously. Results show that (a) participants learned response sequences in the absence …
Self-Insight in Probabilistic Category Learning
The Weather Prediction (WP) task is one of the most extensively used Probabilistic Category Learning tasks. Although it has been usually treated as an implicit task, its implicit nature has been questioned with focus on the structural knowledge of the acquired information. The goal of the current studies is to test if participants acquire explicit knowledge on the WP task. Experiment 1 addresses this question directly with the help of a subjectiv…
The Role of Statistical Learning and Verbal Short-Term Memory in Impaired and Typical Lexical Development
Purpose: Studies on the interface between statistical learning and language are dominated by its role in word segmentation and association with grammar skills, while research on its role in lexical development is scarce. The current study is aimed at exploring whether and how statistical learning and verbal short-term memory are associated with lexical skills in typically developing German-speaker primary school children (Experiment 1) and Hungar…
What makes an excellent reader? Short-term memory contrasts between two groups of children
Purpose Research on the association of short-term memory (STM) and reading expertise are dominated by studies with typically developing children and children with reading impairment. Many studies confirmed the role of short-term memory in reading development and reading, especially in the case of verbal and phonological STM. The current study takes an unusual perspective by contrasting age-appropriate readers with excellent readers (reading perfo…
How Is Reading Related to Working Memory?—A Cross‐Sectional Developmental Perspective
Individual differences in working memory (WM) influence reading skills. We aim to identify how different domains of WM explain reading performance, and how this association changes with age and reading expertise. Hungarian children from first to sixth grade took part in our study. The decoding skills of all children were assessed with 1‐min word reading and pseudoword reading tasks. Furthermore, children participated in one of three WM tasks: a v…
Stability of reading and spelling difficulties
Reading and spelling can be impaired selectively and combined. Research with German-speaking children demonstrated that reading problems are stable over time, while many children with spelling difficulties improve their skills (Moll et al., 2020). Our study aims to examine the stability of literacy impairments in Hungarian elementary school children and explore the cognitive factors that might play a role in remediating literacy deficits. We asse…
Cognition (5 works) · Cognitive psychology (5 works) · Psychology (5 works) · Artificial Intelligence (4 works) · Computer Science (4 works) · Reading and Literacy Development (4 works) · Artificial Intelligence (3 works) · Developmental psychology (3 works) · Linguistics (3 works) · Working memory (3 works)