Wim Gombert

192 211. Liset Rouweler (2021). e impact of dyslexia in higher education. 212. Maaike Pulles (2021). Dialogic reading practices: A conversation analytic study of peer talk in collaborative reading activities in primary school inquiry learning. 213. Agnes M. Engbersen (2022). Assisting independent seniors with morning care: How care workers and seniors negotiate physical cooperation through multimodal interaction. 214. Ryssa Mo at (2022). Recognition and cortical haemodynamics of vocal emotions— an fNIRS perspective. 215. Diane Mézière (2022). Using eye movements to develop an ecologically-valid AI measure of reading comprehension. 216. Ann-Katrin Ohlerth (2022). Improving preoperative nTMS with a dual-task protocol - the contribution of action naming to language mapping: e contribution of Action Naming to language mapping. 217. Masha Medvedeva (2022). Identi cation, Categorisation and Forecasting of Court Decisions. 218. Jidde Jacobi (2022). Coordination and Timing of Speech Gestures in Parkinson’s Disease. 219. Dorothée Hoppe (2022). Linear Order in Language: An Error-Driven Learning Account. 220. Janine Strandberg (2022). Phonetic and lexical variation in Finland-Swedish. 221. Wim Gombert (2022). From “ learning to use” towards “using to learn”? Long-term e ects of structure-based versus dynamic usage-based programs for French. GRODIL Center for Language and Cognition Groningen (CLCG) P.O. Box 716 9700 AS Groningen e Netherlands