Miles, J <br/><br/>
Learning disability subtypes and the effects of auditory and visual priming on visual event-related potentials to words.  [electronic resource] 

 -  Journal of clinical and experimental neuropsychology  Feb 1994 
 - 43-64 p.  digital 
<br/><br/> Publication Type: Journal Article; Research Support, Non-U.S. Gov't 
<br/><br/><label>ISSN: </label>1380-3395 
<br/><br/><label>Standard No.: </label>10.1080/01688639408402616  doi 
<br/><br/><label>Subjects--Topical Terms: </label><br/>Adolescent<br/>Attention--physiology<br/>Cerebral Cortex--physiopathology<br/>Child<br/>Dominance, Cerebral--physiology<br/>Evoked Potentials, Auditory--physiology<br/>Evoked Potentials, Visual--physiology<br/>Humans<br/>Learning Disabilities--classification<br/>Male<br/>Mathematics<br/>Mental Recall--physiology<br/>Pattern Recognition, Visual--physiology<br/>Reaction Time--physiology<br/>Reading<br/>Semantics<br/>Speech Perception--physiology<br/>Verbal Learning--physiology