2022 - Research.com Psychology in Austria Leader Award
His main research concerns Social psychology, Reading, Linguistics, Dyslexia and Attribution. His Curse of knowledge study in the realm of Social psychology connects with subjects such as Perspective-taking. His Dyslexia study integrates concerns from other disciplines, such as Lateralization of brain function, Audiology, Developmental psychology, Neuroimaging and Brain mapping.
His work deals with themes such as Theory of mind, Theory-theory, Mind-blindness and Mental representation, which intersect with Attribution. His research investigates the connection between Word recognition and topics such as Spelling that intersect with issues in Cognitive psychology. His studies in Cognitive development integrate themes in fields like Age differences and Child development.
His primary areas of study are Reading, Cognitive psychology, Dyslexia, Linguistics and German. The Reading study combines topics in areas such as Word, Fluency and Set. His biological study spans a wide range of topics, including Orthography, Word recognition, Cognition, Lexical decision task and Visual perception.
Heinz Wimmer has included themes like Social psychology, State of affairs and Child development in his Cognition study. His work carried out in the field of Dyslexia brings together such families of science as Audiology, Language disorder, Developmental psychology, Eye movement and Phonology. The various areas that he examines in his Linguistics study include Verbal learning and Orthographic projection.
Heinz Wimmer mostly deals with Cognitive psychology, Reading, Dyslexia, Visual word form area and Visual perception. His Cognitive psychology research includes elements of Context, Orthography, Communication, Word recognition and Brain mapping. His Reading research incorporates elements of Spelling and Cognition, Lexical decision task.
His Spelling research is multidisciplinary, incorporating elements of Biological theories of dyslexia, Phonological deficit, Learning to read and Phonological awareness. Heinz Wimmer interconnects Cerebral cortex, Lateralization of brain function, Audiology and Inferior frontal gyrus in the investigation of issues within Dyslexia. His Visual word form area research entails a greater understanding of Linguistics.
Dyslexia, Neuroscience, Functional brain, Reading and Cerebral cortex are his primary areas of study. His Dyslexia study combines topics in areas such as Lateralization of brain function, Cognitive psychology, Word recognition and Neuroimaging. His Lateralization of brain function research integrates issues from Language disorder and Brain mapping.
His Cognitive psychology study combines topics from a wide range of disciplines, such as Fixation, Sentence reading, Eye movement, Lexicon and Phonology. Heinz Wimmer is studying Orthography, which is a component of Reading. His Cerebral cortex research is multidisciplinary, relying on both Voxel and Inferior frontal gyrus.
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Beliefs about beliefs: representation and constraining function of wrong beliefs in young children's understanding of deception.
Heinz Wimmer;Josef Perner.
Three-year-olds' difficulty with false belief: The case for a conceptual deficit
Josef Perner;Susan R. Leekam;Heinz Wimmer.
British Journal of Development Psychology (1987)
“John thinks that Mary thinks that…” attribution of second-order beliefs by 5- to 10-year-old children ☆
Josef Perner;Heinz Wimmer;Heinz Wimmer.
Journal of Experimental Child Psychology (1985)
Characteristics of developmental dyslexia in a regular writing system
Applied Psycholinguistics (1993)
Ignorance versus false belief: a developmental lag in attribution of epistemic states
G.-Juergen Hogrefe;Heinz Wimmer;Josef Perner.
Child Development (1986)
Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up.
Karin Landerl;Heinz Wimmer.
Journal of Educational Psychology (2008)
The impact of orthographic consistency on dyslexia: A German-English comparison
Karin Landerl;Heinz Wimmer;Uta Frith.
The double-deficit hypothesis and difficulties in learning to read a regular orthography
Heinz Wimmer;Heinz Mayringer;Karin Landerl.
Journal of Educational Psychology (2000)
The influence of orthographic consistency on reading development: word recognition in English and German children
Heinz Wimmer;Usha Goswami.
Children's Understanding of Informational Access as Source of Knowledge.
Heinz Wimmer;G.-Jurgen Hogrefe;Josef Perner.
Child Development (1988)
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