H
Heinz Wimmer
Researcher at University of Salzburg
Publications - 102
Citations - 19814
Heinz Wimmer is an academic researcher from University of Salzburg. The author has contributed to research in topics: Dyslexia & Reading (process). The author has an hindex of 54, co-authored 102 publications receiving 18853 citations. Previous affiliations of Heinz Wimmer include Max Planck Society.
Papers
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Journal ArticleDOI
Beliefs about beliefs: representation and constraining function of wrong beliefs in young children's understanding of deception.
Heinz Wimmer,Josef Perner +1 more
TL;DR: A travelling salesman found himself spending the night at home with his wife when one of his trips was unexpectedly cancelled, and he leapt out from the bed, ran across the room and jumped out the window.
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Three-year-olds' difficulty with false belief: The case for a conceptual deficit
TL;DR: This paper showed that false-belief attribution is difficult for younger 3-year-olds despite their retention of essential facts and despite attempts to make expectations more explicit and prevent pragmatic misinterpretation.
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“John thinks that Mary thinks that…” attribution of second-order beliefs by 5- to 10-year-old children ☆
TL;DR: The authors assessed the understanding of second-order belief structures by 5-and 10-year-old children in acted stories in which two characters (John and Mary) were independently informed about an object's (ice-cream van's) unexpected transfer to a new location.
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Characteristics of developmental dyslexia in a regular writing system
TL;DR: This article found that dyslexic children suffered from a pervasive speed deficit for all types of reading tasks, including text, high frequency words, and pseudowords, but at the same time showed generally rather high reading accuracy.
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Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up.
Karin Landerl,Heinz Wimmer +1 more
TL;DR: In a longitudinal study, development of word reading fluency and spelling were followed for almost 8 years as discussed by the authors, and the strongest specific predictors were rapid automatized naming for reading fluencies and phonological awareness for spelling.