Cite
Effects of Stimulus Difficulty and Repetition on Printed Word Identification: An fMRI Comparison of Nonimpaired and Reading-disabled Adolescent Cohorts.
MLA
Pugh, Kenneth R., et al. “Effects of Stimulus Difficulty and Repetition on Printed Word Identification: An FMRI Comparison of Nonimpaired and Reading-Disabled Adolescent Cohorts.” Journal of Cognitive Neuroscience, vol. 20, no. 7, July 2008, pp. 1146–60. EBSCOhost, https://doi.org/10.1162/jocn.2008.20079.
APA
Pugh, K. R., Frost, S. J., Sandak, R., Landi, N., Rueckl, J. G., Constable, R. T., Seidenberg, M. S., Fulbright, R. K., Katz, L., & Mencl, W. E. (2008). Effects of Stimulus Difficulty and Repetition on Printed Word Identification: An fMRI Comparison of Nonimpaired and Reading-disabled Adolescent Cohorts. Journal of Cognitive Neuroscience, 20(7), 1146–1160. https://doi.org/10.1162/jocn.2008.20079
Chicago
Pugh, Kenneth R., Stephen J. Frost, Rebecca Sandak, Nicole Landi, Jay G. Rueckl, R. Todd Constable, Mark S. Seidenberg, Robert K. Fulbright, Leonard Katz, and W. Einar Mencl. 2008. “Effects of Stimulus Difficulty and Repetition on Printed Word Identification: An FMRI Comparison of Nonimpaired and Reading-Disabled Adolescent Cohorts.” Journal of Cognitive Neuroscience 20 (7): 1146–60. doi:10.1162/jocn.2008.20079.