2024

Downing, C., Evans-Jones, G., Calabrich, S. L., Wynne, C., Cartin, R., Dunton, J., ... & Jones, M. (2024). Literacy instruction from afar: evidence for the effectiveness of a remotely delivered language-rich reading programme. Reading and Writing, 1-15.

2023

Jones, S. D., Jones, M. W., Koldewyn, K., & Westermann, G. (2023). Rational inattention: A new theory of neurodivergent information seeking. Developmental Science, e13492.

van Heuven, W. J., Payne, J. S., & Jones, M. W. (2023). SUBTLEX-CY: A new word frequency database for Welsh. Quarterly Journal of Experimental Psychology, 17470218231190315.

Egan, C., Payne, J., Jones, M.W. (2023). The impact of phonological relatedness on semantic congruency judgements in readers with dyslexia: Evidence from behavioural judgements, event related potentials and pupillometry. Neuropsychologia. 108548

2022

Egan, C., Siyanova, A., Warren, P., & Jones, M. (2022). As clear as glass: How figurativeness and familiarity impact simile processing in readers with and without dyslexia. Quarterly Journal of Experimental Psychology. [https://doi.org/10.1177/17470218221089245]

2021

Calabrich, S. L., Oppenheim, G. M., & Jones, M. W. (2021). Audiovisual Learning in Dyslexic and Typical Adults: Modulating Influences of Location and Context Consistency. Frontiers in psychology, 12. [https://doi.org/10.3389/fpsyg.2021.754610] 

Calabrich, S. L., Oppenheim, G. M., & Jones, M. W. (2021). Episodic memory cues in acquisition of novel visual-phonological associations: a webcam-based eye-tracking study. In Proceedings of the Annual Meeting of the Cognitive Science Society (Vol. 43, No. 43). [https://escholarship.org/content/qt76b3c54t/qt76b3c54t.pdf]

2020

Egan, C., Cristino, F., Payne, J. S., Thierry, G., & Jones, M. W. (2020). How alliteration enhances conceptual–attentional interactions in reading. Cortex, 124, 111-118. [https://doi.org/10.1016/j.cortex.2019.11.005]

Vaughan-Evans, A., Liversedge, S. P., Fitzsimmons, G., & Jones, M. W. (2020). Syntactic co-activation in natural reading. Visual Cognition, 28(10), 541-556. [https://doi.org/10.1080/13506285.2020.1841866]

2019

Egan, C., Oppenheim, G. M., Saville, C., Moll, K., & Jones, M. W. (2019). Bilinguals apply language-specific grain sizes during sentence reading. Cognition, 193, 104018. [https://doi.org/10.1016/j.cognition.2019.104018]

Ellis, C., Hadden, L., & Jones, M. W. (2019). Language and transient emotional states affect implicit cultural bias. Quarterly Journal of Experimental Psychology, 72(5), 1242-1249. [https://doi.org/10.1177/1747021818792412]

2018

Jones, M. W., Kuipers, J. R., Nugent, S., Miley, A., & Oppenheim, G. (2018). Episodic traces and statistical regularities: Paired associate learning in typical and dyslexic readers. Cognition, 177, 214-225. [https://doi.org/10.1016/j.cognition.2018.04.010]

Li, Y., Jones, M., & Thierry, G. (2018). Timeline blurring in fluent Chinese-English bilinguals. Brain research, 1701, 93-102. [https://doi.org/10.1016/j.brainres.2018.07.008]

Kuipers, J. R., Jones, M. W., & Thierry, G. (2018). Abstract images and words can convey the same meaning. Scientific reports, 8(1), 1-6. [https://www.nature.com/articles/s41598-018-25441-5]

Gangl, M., Moll, K., Jones, M. W., Banfi, C., Schulte-Körne, G., & Landerl, K. (2018). Lexical reading in dysfluent readers of German. Scientific Studies of Reading, 22(1), 24-40. [https://doi.org/10.1080/10888438.2017.1339709]

Ellis, C., Thierry, G., Vaughan-Evans, A., & Jones, M. W. (2018). Languages flex cultural thinking. Bilingualism: Language and Cognition, 21(2), 219-227. [https://doi.org/10.1017/S1366728917000190]

2016

Vaughan-Evans, A., Trefor, R., Jones, L., Lynch, P., Jones, M. W., & Thierry, G. (2016). Implicit detection of poetic harmony by the naïve brain. Frontiers in Psychology, 7, 1859. [https://doi.org/10.3389/fpsyg.2016.01859]

Jones, M. W., Kuipers, J. R., & Thierry, G. (2016). ERPs reveal the time-course of aberrant visual-phonological binding in developmental dyslexia. Frontiers in human neuroscience, 10, 71. [https://doi.org/10.3389/fnhum.2016.00071]

Jones, M. W., Snowling, M. J., & Moll, K. (2016). What automaticity deficit? Activation of lexical information by readers with dyslexia in a rapid automatized naming Stroop-switch task. Journal of Experimental Psychology: Learning, Memory, and Cognition, 42(3), 465. [https://psycnet.apa.org/doi/10.1037/xlm0000186]

2015

Ellis, C., Kuipers, J. R., Thierry, G., Lovett, V., Turnbull, O., & Jones, M. W. (2015). Language and culture modulate online semantic processing. Social cognitive and affective neuroscience, 10(10), 1392-1396. [https://doi.org/10.1093/scan/nsv028]

2014

Hatzidaki, A., Jones, M. W., Santesteban, M., & Branigan, H. P. (2014). It's not what you see: it's the language you say it in. Language, Cognition and Neuroscience, 29(10), 1233-1239. [https://doi.org/10.1080/01690965.2013.857782]

Vaughan-Evans, A., Kuipers, J. R., Thierry, G., & Jones, M. W. (2014). Anomalous transfer of syntax between languages. Journal of Neuroscience, 34(24), 8333-8335. [doi.org/10.1523/JNEUROSCI.0665-14.2014]

2013

Moll, K., & Jones, M. (2013). Naming fluency in dyslexic and nondyslexic readers: Differential effects of visual crowding in foveal, parafoveal, and peripheral vision. [https://doi.org/10.1080%2F17470218.2013.840852]

Jones, M. W., Branigan, H. P., Parra, M. A., & Logie, R. H. (2013). Cross-modal binding in developmental dyslexia. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39(6), 1807. [https://psycnet.apa.org/doi/10.1037/a0033334]

Jones, M. W., Ashby, J., & Branigan, H. P. (2013). Dyslexia and fluency: parafoveal and foveal influences on rapid automatized naming. Journal of Experimental Psychology: Human Perception and Performance, 39(2), 554. [https://psycnet.apa.org/doi/10.1037/a0029710]

2010

Jones, M. W., Branigan, H. P., Hatzidaki, A., & Obregón, M. (2010). Is the ‘naming’deficit in dyslexia a misnomer?. Cognition, 116(1), 56-70. [https://doi.org/10.1016/j.cognition.2010.03.015]

Gallagher, M., Haywood, S. L., Jones, M. W., & Milne, S. (2010). Negotiating informed consent with children in school‐based research: a critical review. Children & society, 24(6), 471-482. [https://doi.org/10.1111/j.1099-0860.2009.00240.x]

2009

Jones, M. W., Branigan, H. P., & Kelly, M. L. (2009). Dyslexic and nondyslexic reading fluency: Rapid automatized naming and the importance of continuous lists. Psychonomic bulletin & review, 16(3), 567-572. [https://doi.org/10.3758/pbr.16.3.567]

2008

Jones, M. W., Obregón, M., Kelly, M. L., & Branigan, H. P. (2008). Elucidating the component processes involved in dyslexic and non-dyslexic reading fluency: An eye-tracking study. Cognition, 109(3), 389-407. [https://doi.org/10.1016/j.cognition.2008.10.005]

Jones, M. W., Branigan, H. P., & Kelly, M. L. (2008). Visual deficits in developmental dyslexia: relationships between non‐linguistic visual tasks and their contribution to components of reading. Dyslexia, 14(2), 95-115. [https://doi.org/10.1002/dys.345]

2007

Jones, M. W., Kelly, M. L., & Corley, M. (2007). Adult dyslexic readers do not demonstrate regularity effects in sentence processing: evidence from eye-movements. Reading and writing, 20(9), 933-943. [http://dx.doi.org/10.1007/s11145-007-9060-3]

2005

Branigan, H. P., McLean, J. F., & Jones, M. (2005). A blue cat or a cat that is blue? Evidence for abstract syntax in young children's noun phrases. In Proceedings of the 29th annual Boston University conference on language development (pp. 109-121). Cascadilla Press.