Uta Frith Bibliography

Aurnhammer-Frith U. (1969). Emphasis and meaning in recall in normal and autistic children. Language and Speech 12, 29–38.

Frith U. Hermelin B. (1969). The role of visual and motor cures for normal, subnormal and autistic children. Journal of Child Psychology and Psychiatry 10, 153–163.

Frith U. (1970). Memory coding for binary sequences in children. Quarterly Journal of Experimental Psychology 22, 618–630.

Frith U. (1970). Studies in pattern detection: II. Reproduction and production of color sequences. Journal of Experimental Child Psychology 10, 120–135.

Frith U. (1970). Studies in pattern detection in normal and autistic children: I. Immediate recall of auditory sequences. Journal of Abnormal Psychology 76, 413–420.

Frith U. (1971). Spontaneous patterns produced by autistic, normal and subnormal children. Infantile autism: Concepts, characteristics and treatment. Rutter M. London: Churchill Livingstone 113–135.

Frith U. (1971). Why do children reverse letters?. British Journal of Psychology 62, 459–468.

Hermelin B. Frith U. (1971). Psychological studies of childhood autism. Can autistic children make sense of what they see and hear?. Journal of Special Education 5, 107–117.

Frith C. D. Frith U. (1972). The Solitaire Illusion: An illusion of numerosity. Perceptions and Psychophysics 11, 409–410.

Frith U. (1972). Cognitive mechanisms in autism: Experiments with color and tone sequence production. Journal of Autism and Childhood Schizophrenia 2, 160–173.

Frith U. (1972). The Georgian school of psychology: Impressions from a visit to Tbilisi. Bulletin of the British Psychological Society 25, 197–201.

Frith U. (1973). The application of experimental techniques to assessment. A discussion of A. D. B. Clarke & A. M. Clarke: “Assessment and Prediction”. Assessment and planning learning for the mentally handicapped. Mittler P. Edinburgh and London: Churchill Livingstone 39–43.

O'Connor N. Frith U. (1973). Cognitive development and the concept of set. Psychological investigations dedicated to the 85th anniversary of the birth of D. N. Uznadze. Prangishvili A. S. Tbilisi: Metsniereba 296–300.

Frith C. D. Frith U. (1974). Sorting complex objects: A developmental study. Bulletin of the British Psychological Society 27, 143–143.

Frith U. (1974). A curious effect of reversed letters explained by a theory of schema. Perceptions and Psychophysics 16, 113–116.

Frith U. (1974). Internal schemata for letters in good and bad readers. British Journal of Psychology 65, 233–241.

Frith U. (1974). Scanning for reversed and rotated targets. Acta Psychologica 38, 343–349.

Frith U. Frith C. D. (1974). Specific motor disabilities in Down's Syndrome. Journal of Child Psychology and Psychiatry 15, 293–301.

Frith U. (1975). Are language problems in autistic and aphasic children different? A commentary on L. Bartak & M. L. Rutter: “Language and cognition in autistic and aphasic subjects.”. Language, cognitive deficits and retardation. O'Connor N. London: Butterworths 203–208.

Frith U. (1975). Emergency society [short story]. Antigrav. Strick P. London: Arrow Books 78–80.

Frith U. (1975). Lines that affect speed of visual scanning. Perception 4, 407–409.

Frith U. Robson J. (1975). Perceiving the language of films. Perception 4, 97–103.

Frith U. (1977). Sprache und Denken bei autistischen Kindern. Der frühkindliche Autismus. Kehrer H. Basel: Karger 55–65.

Newman S. E. Frith U. (1977). Encoding specificity versus associative continuity. Bulletin of the Psychonomic Society 10, 73–75.

Frith C. D. Frith U. (1978). Feature selection and classification: A developmental study. Journal of Experimental Child Psychology 25, 413–428.

Frith U. (1978). From print to meaning and from print to sound. Visible Language 12, 43–54.

Frith U. (1978). Spelling difficulties. Journal of Child Psychology and Psychiatry 19, 279–285.

Frith U. (1979). Reading by eye and writing by ear. Processing of visible language. Kolers R. A. Wrolstad M. E. Bouma H. New York: Plenum Press 379–390.

Frith U. (1980). Cognitive processes in spelling. Frith U. London: Academic Press.

Frith U. (1980). Reading and spelling skills. Scientific foundations of developmental psychiatry. Rutter M. London: Heinemann 220–229.

Frith U. (1980). Unexpected spelling problems. Cognitive processes in spelling. Frith U. London: Academic Press 495–515.

Frith U. (1980). The world of two dimensional space. The development of the reading process. Murray F. B. Newark, DE: International Reading Association 1–19.

Frith U. Frith C. D. (1980). Relationships between reading and spelling. Orthography, reading and dyslexia. Kavanagh J. F. C. Venezky R. L. Baltimore, MD: University Park Press 287–295.

Frith U. (1981). Experimental approaches to developmental dyslexia: An introduction. Psychological Research 43, 97–109.

Henderson D. Morris J. Frith U. (1981). The motor deficit in Down's Syndrome children: A problem of timing. Journal of Child Psychology and Psychiatry 22, 233–245.

Snowling M. Frith U. (1981). The role of sound, shape and orthographic cues in early reading. British Journal of Psychology 72, 83–87.

Frith U. (1982). Cognitive processes in spelling and their relevance to spelling reform. Spelling Progress Bulletin 22, 6–9.

Frith U. (1982). Psychological abnormalities in childhood psychoses. Psychoses of uncertain aetiology. Wing J. Wing L. Cambridge: Cambridge University Press 215–221.

Frith U. (1983). Introduction to “Reading and Spelling”. The acquisition of symbolic skills. Rogers D. R. Sloboda J. A. New York: Plenum Press 105–107.

Frith U. (1983). Psychologische Studien zur Rolle der Orthographie beim Lesen und Schreiben. Schrift, Schreiben, Schriftlichkeit. Günther K. B. Günther H. Tübingen: Max Niemeyer Verlag 119–131.

Frith U. (1983). Review of Dyslexia. The pattern of difficulties. Bulletin of the British Psychological Society. Miles T. R. London: Granada 36, 291–292.

Frith U. (1983). The similarities and differences between reading and spelling problems. Developmental neuropsychiatry. Rutter M. New York: Guilford Press 453–472.

Frith U. (1983). Spelling. The encyclopaedic dictionary of psychology. Harré E. Lamb R. Oxford: Basil Blackwell 238–240.

Frith U. Snowling M. (1983). Reading for meaning and reading for sound in autistic and dyslexic children. British Journal of Developmental Psychology 1, 329–342.

Shah A. Frith U. (1983). An islet of ability in autistic children: A research note. Journal of Child Psychology and Psychiatry 24, 613–620.

Snowling M. Frith U. (1983). Hyperlexia: Reading by autistic children. Working Papers of the London Psycholinguistics Research Group 5, 62–70.

Frith U. (1984). Review of “Autistic” Children: New hope for a cure. Psychological Medicine. Tinbergen N. Tinbergen E. G. London: Allen & Unwin 14, 461–483.

Frith U. (1984). Specific spelling problems. Dyslexia: A global issue. Malatesha R. N. Whitaker H. A. The Hague: Martinus Nijhoff 83–103.

Baron-Cohen S. Leslie A. M. Frith U. (1985). Does the autistic child have a “theory of mind”?. Cognition 21, 37–46.

Frith U. (1985). Beneath the surface of developmental dyslexia. Surface dyslexia: Neuropsychological and cognitive studies of phonological reading. Patterson K. Marshall J. Coltheart M. Hove, UK: Erlbaum 301–330.

Frith U. (1985). Cognitive processes in spelling and their relevance to spelling reform. New directions in the study of reading. Clark M. London: Falmer Press 95–102.

Frith U. (1985). Review of Learning to Read. Literate Behaviour and Orthographic Knowledge. Journal of Child Psychology and Psychiatry. Francis H. Hemel Hempstead, UK: Allen & Unwin 26, 171.

Baron-Cohen S. Leslie A. M. Frith U. (1986). Mechanical, behavioural and intentional understanding of picture stories in autistic children. British Journal of Developmental Psychology 4, 113–125.

Frith U. (1986). A developmental framework for developmental dyslexia. Annals of Dyslexia 36, 69–81.

Frith U. (1986). Psychologische Aspekte des orthographischen Wissens: Entwicklung und Entwicklungsstörung. New Trends and Graphemics in Orthography Research. Augst G. Berlin: De Gruyter 218–233.

Frith U. (1986). Spelling. Dictionary of Developmental and Educational Psychology. Harré E. Lamb R. Oxford: Blackwell.

Snowling M. Frith U. (1986). Comprehension in “hyperlexic” readers. Journal of Experimental Child Psychology 42, 392–415.

Frith U. Baron-Cohen S. (1987). Perception in autistic children. Handbook of autism and disorders of atypical development. Cohen D. Donnellan A. Paul R. New York: Wiley 85–102.

Frith U. Jackson A. (1987). Review of Children's creative spelling. Journal of Child Psychology and Psychiatry. Read C. London: Routledge and Kegan Paul 28, 951.

Leslie A. M. Frith U. (1987). Metarepresentation and autism: How not to lose one's marbles. Cognition 27, 291–294.

Attwood A. Frith U. Hermelin B. (1988). The understanding and use of interpersonal gestures by autistic and Down's Syndrome children. Journal of Autism and Developmental Disorders 18, 241–157.

Frith U. (1988). Autism: Possible clues to the underlying pathology: Psychological facts. Aspects of autism: Biological research. Wing L. London: Gaskell, National Autistic Society and Royal College of Psychiatrists 19–30.

Leslie A. M. Frith U. (1988). Autistic children's understanding of seeing, knowing and believing. British Journal of Developmental Psychology 6, 315–324.

Frith U. (1989). Autism: Explaining the enigma Oxford: Blackwell.

Frith U. (1989). Autism and “Theory of Mind”. Diagnosis and treatment of autism. Gillberg C. New York: Plenum Press 33–52.

Frith U. (1989). A new look at language and communication in autism. British Journal of Disorders of Communication 24, 123–150.

Perner J. Frith U. Leslie A. M. Leekam S. (1989). Explorations of the autistic child's theory of mind: Knowledge, belief and communication. Child Development 60, 689–700.

Frith U. (1990). Autism. MRC Annual Report, April 1989–March 1990 41–48.

Leslie A. M. Frith U. (1990). Prospects for a cognitive neuropsychology of autism: Hobson's choice. Psychological Review 97, 122–131.

Frith C. D. Frith U. (1991). Elective affinities in schizophrenia and childhood autism. Social psychiatry: Theory, methodology and practice. Bebbington P. Brunswick, NJ: Transactions 65–88.

Frith U. (1991). Asperger and his syndrome. Autism and Asperger Syndrome. Frith U. Cambridge: Cambridge University Press 1–36.

Frith U. (1991). Autism and Asperger Syndrome Cambridge: Cambridge University Press.

Frith U. (1991). Dyslexia as a developmental disorder of language. Legasthenie. für Legasthenie Bundesverband Aachen, Germany 26–34.

Frith U. (1991). Translation and annotation of “Autistic psychopathy” in childhood by Hans Asperger. Autism and Asperger Syndrome. Frith U. Cambridge: Cambridge University Press 36–92.

Frith U. Morton J. Leslie A. M. (1991). The cognitive basis of a biological disorder: Autism. Trends in Neurosciences 14, 433–438.

Happé F. Frith U. (1991). Is autism a pervasive developmental disorder? Debate and argument: How useful is the “PDD” label?. Journal of Child Psychology and Psychiatry 32, 1167–1168.

Frith U. (1992). Cognitive development and cognitive deficit. The President's Award Lecture. The Psychologist 5, 13–19.

Frith U. (1992). Holes in the mind: Cognitive development and cognitive deficit. Set research information for teachers, No2, Item 4. Richards L. Wellington, New Zealand: NZCER 6–6.

Happé F. Frith U. (1992). How autistics see the world (Commentary on Cheney & Seyforth: How monkeys see the world). Behavioural and Brain Sciences 15, 159–160.

Johnson M. H. Siddons F. Frith U. Morton J. (1992). Can autism be predicted on the basis of infant screening tests?. Developmental and Child Neurology 34, 316–320.

Sodian B. Frith U. (1992). Deception and sabotage in autistic, retarded and normal children. Journal of Child Psychology and Psychiatry 33, 591–605.

Frith U. (1993). Autism. Scientific American 268, 108–114.

Frith U. (1993). Autismus. Spektrum der Wissenschaft 8, 48–55.

Frith U. (1993). Den cognitive forklaring pa autisme. Nordisk Tidsskrift for Spesialpedagogikk 3, 134–138.

Frith U. (1993). Kinder, die lesen, ohne zu verstehen. Oder verstehen wir nicht, wie sie lesen?. Bedeutungen erfinden—im Kopf, mit Schrift und miteinander. Balhorn H. Brügelmann H. Konstanz: Faude Verlag 338–347.

Frith U. Soares I. Wing L. (1993). Research into earliest detectable signs of autism: What the parents say. Communication 27, 17–18.

Morton J. Frith U. (1993). Approche de la dyslexie dévelopementale par la modélisation causale. Les Actes de la Villette. Jaffré J.-P. Paris: Nathan 38–56.

Morton J. Frith U. (1993). What lesson for dyslexia from Down's Syndrome? Comments on Cossu, Rossini & Marshall. Cognition 48, 289–296.

Shah A. Frith U. (1993). Why do autistic individuals show superior performance on the block design task?. Journal of Child Psychology and Psychiatry 34, 1351–1364.

Sodian B. Frith U. (1993). The theory of mind deficit in autism: Consequences for deception. Understanding other minds and perspectives from autism. Baron-Cohen S. Tager-Flusberg H. Cohen D. Oxford: Oxford University Press 158–177.

Surian L. Frith U. (1993). Prospettive della ricerca di neuropsicologia cognitive sull'autismo infantile. Eta Evolutiva 45, 73–83.

Wimmer H. Klampfer B. Frith U. (1993). Lesenlernen bei englischen und deutschen Kindern. Bedeutungen erfinden—im Kopf, mit Schrift und miteinander. Balhorn H. Brügelmann H. Konstanz: Faude Verlag 324–329.

Fombonne E. Siddons F. Achard S. Frith U. Happé F. (1994). Adaptive behaviour and theory of mind in autism. European Child and Adolescent Psychiatry 3, 176–186.

Frith U. (1994). Das autistische Kind, oder: Eine Triade con Beeinträchtigungen. Schwierige Kinder—Problematische Schüler. Winkel R. Baltmannsweiler: Schneider-Verlag Hohengehren 221–243.

Frith U. (1994). Preface. Handbook of spelling: Theory, process and intervention. Brown G. Ellis N. Chichester, UK: Wiley xi–xiv.

Frith U. Happé F. (1994). Autism: Beyond “theory of mind”. Cognition 50, 115–132.

Frith U. Happé F. (1994). Language and communication in autistic disorders. Philosophical Transactions of the Royal Society of London, Series B 346, 97–104.

Frith U. Lüdi G. (1994). Introduction: Towards a three-dimensional view of literacy. Proceedings of the ESF workshop on the contexts of literacy. Frith U. Lüdi G. Egli M. Zuber C.-A. Strasbourg: European Science Foundation. Network on Written Language and Literacy 5–8.

Frith U. Happé F. Siddons F. (1994). Autism and theory of mind in everyday life. Social Development 2, 108–124.

Happé F. Frith U. (1994). Theory of mind in autism. Learning and cognition in autism. Schopler E. Mesibov G. B. New York: Plenum Press 177–197.

Hurlburt R. Happé F. Frith U. (1994). Sampling the form of inner experience in three adults with Asperger syndrome. Psychological Medicine 24, 385–395.

Fletcher P. Happé F. Frith U. Baker S. Dolan R. Frackowiak R. Frith C. D. (1995). Other minds in the brain: A functional imaging study of “theory of mind” in story comprehension. Cognition 57, 109–128.

Frith U. (1995). Dyslexia: Can we have a shared theoretical framework. Educational and Child Psychology 12, 6–17.

Frith U. Landerl K. Frith C. D. (1995). Dyslexia and verbal fluency: More evidence for a phonological deficit. Generating words from sound is hard for dyslexics—generating words from meaning is easy. Dyslexia: An International Journal of Research and Practice 1, 2–11.

Morton J. Frith U. (1995). Causal modeling: Structural approaches to developmental psychopathology. Developmental psychopathology. Cicchetti D. Cohen D. New York: Wiley 357–390.

Paulesu E. Frith U. Snowling M. Gallagher A. Morris J. Frackowiak R. Frith C. D. (1995). Is developmental dyslexia a disconnection syndrome? Evidence from PET scanning. Brain 119, 143–158.

Frith C. D. Frith U. (1996). A biological marker for dyslexia. Nature 382, 20–21.

Frith U. (1996). Cognitive explanations of autism. Acta Paediactrica, Supplement 415, 63–68.

Frith U. (1996). Social communication and its disorder in autism and Asperger Syndrome. Journal of Psychopharmacology 10, 48–53.

Frith U. Gallagher A. (1996). Spelling disorders. Dictionary of neuropsychology. Beaumont J. G. Sergeant J. Oxford: Blackwell.

Frith U. Happé F. (1996). Mary has more: Sex difference, autism, coherence, and theory of mind. Commentary on D. C. Geary: Sexual Selection and sex differences in mathematical abilities. Behavioural and Brain Sciences 19, 253–254.

Frith U. Morton J. (1996). Why dyslexics are different. Commentary on Ellis, A. W., McDougall, S. J. P., & Monk, A. F.: Are dyslexics different? A comparison between dyslexics, reading age control, poor readers and precocious readers. Dyslexia: An International Journal of Research and Practice 2, 81–83.

Gallagher A. Laxon V. Armstrong E. Frith U. (1996). Phonological difficulties in high-functioning dyslexics. Reading and Writing 8, 499–509.

Happé F. Ehlers S. Fletcher P. Frith U. Johansson M. Gillberg C. Dolan R. Frackowiak R. Frith C. D. (1996). “Theory of mind” in the brain. Evidence from a PET scan study of Asperger syndrome. NeuroReport 8, 197–201.

Happé F. Frith U. (1996). The neuropsychology of autism. Brain 19, 1377–1400.

Happé F. Frith U. (1996). Theory of mind and social impairment in children with conduct disorder. British Journal of Developmental Psychology 14, 385–398.

Landerl K. Frith U. Wimmer H. (1996). Intrusion of orthographic knowledge on phoneme awareness: Strong in normal, weak in dyslexic readers. Journal of Applied Psycholinguistics 17, 1–14.

Frederickson N. Frith U. Reason R. (1997). Phonological Assessment Battery. Manual and Test Materials Windsor, UK: NFER-Nelson.

Frith U. (1997). Brain, mind and behaviour in dyslexia. Dyslexia: Biology, identification and intervention. Hulme C. Snowling M. London: Whurr Publishers 1–19.

Frith U. (1997). The neurocognitive basis of autism. Trends in Cognitive Sciences 1, 73–77.

Hughes C. Soares-Boucaud I. Hochmann J. Frith U. (1997). Social behaviour in pervasive developmental disorders: Effects of group, informant and “theory of mind”. European Journal of Child and Adolescent Psychiatry 6, 1–8.

Landerl K. Wimmer H. Frith U. (1997). The impact of orthographic consistency on dyslexia: A German–English comparison. Cognition 63, 315–334.

Snowling M. Nation K. Moxham P. Gallagher A. Frith U. (1997). Phonological processing skills of dyslexic students in higher education: A preliminary report. Journal of Research in Reading 20, 31–41.

Wimmer H. Frith U. (1997). Reading difficulties among English and German children: Same cause–different manifestation. Writing development: An interdisciplinary view. Pontecorvo C. Amsterdam: John Benjamins 259–271.

Frederickson N. Frith U. (1998). Identifying dyslexia in bilingual children: A phonological approach with Inner London Sylheti speakers. Dyslexia: An International Journal of Research and Practice 4, 119–131.

Frith U. (1998). Cognitive deficits in developmental disorders. Scandinavian Journal of Psychology 39, 191–195.

Frith U. (1998). Editorial: Literally changing the brain. Brain 121, 1011–1112.

Frith U. (1998). What autism teaches us about communication. Logopedics, Phoniatrics and Vocology 23, 51–58.

Frith U. Blair J. (1998). Editorial: Does antisocial personality disorder have a neurological basis and can it be treated?. Criminal Behaviour and Mental Health 8, 247–250.

Frith U. Frith C. (1998). Modularity of mind and phonological deficit. Basic mechanisms in cognition and language. Von Euler C. Lundberg I. Llinas R. Elsevier Science 3–17.

Frith U. Happé F. (1998). Why specific developmental disorders are not specific: On-line and developmental effect in autism and dyslexia. Developmental Science 1, 267–272.

Frith U. Wimmer H. Landerl K. (1998). Differences in phonological recoding in German- and English-speaking children. Scientific Study of Reading 2, 31–54.

Frith U. Wimmer H. Landerl K. (1998). Learning to read and phonological recoding in English and German. Scientific Study of Reading 2, 31–54.

Abell F. Krams M. Ashburner J. Passingham R. Friston K. J. Frackowiak R. Happé F. Frith C. D. Frith U. (1999). The neuroanatomy of autism: A voxel based whole brain analysis of structural MRI scans in high functioning individuals. NeuroReport 10, 1647–1651.

Brunswick N. McCrory E. Price C. Frith C. D. Frith U. (1999). Explicit and implicit processing of words and pseudowords by adult developmental dyslexics: A search for Wernicke's Wortschatz?. Brain 122, 1901–1917.

Cipolotti L. Robinson G. Blair J. Frith U. (1999). Fractionation of visual memory: Evidence from a case with multiple neurodevelopmental impairments. Neuropsychologia 37, 455–465.

Frith U. (1999). Autism. The MIT Encyclopaedia of the Cognitive Sciences.

Frith U. (1999). Paradoxes in the definition of dyslexia. Dyslexia: An International Journal of Research and Practice 5, 192–214.

Frith U. Frith C. (1999). Interacting minds: A biological basis. Science 286, 1692–1695.

Frith U. Happé F. (1999). Theory of mind and self consciousness: What is it like to be autistic?. Mind and Language 14, 1–22.

Frith U. Kelly S. W. (1999). Editorial: Neuropsychological case studies of developmental disorders. Neurocase—Special Developmental Issue 5, 471–473.

Happé F. Frith U. (1999). How the brain reads the mind. Neuroscience News 2, 16–25.

Wimmer H. Landerl K. Frith U. (1999). Learning to read German: Normal and impaired acquisition. Learning to read and write: A cross-linguistic perspective. Harris M. Hatano G. Cambridge: Cambridge University Press 34–50.

Abell F. Happé F. Frith U. (2000). Do triangles play tricks? Attribution of mental states to animated shapes in normal and abnormal development. Journal of Cognitive Development 15, 1–20.

Blair R. J. R. Frith U. (2000). Neurocognitive explanations of the Antisocial Personality Disorders. Criminal Behaviour and Mental Health 10, 66–81.

Castelli F. Happé F. Frith U. Frith C. (2000). Movement and mind: A functional imaging study of perception and interpretation of complex intentional movement patterns. NeuroImage 12, 314–325.

Frith C. D. Frith U. (2000). The physiological basis of theory of mind. Understanding other minds. Baron-Cohen S. Tager-Flusberg H. Cohen D. Oxford: Oxford University Press 334–356.

Gallagher A. Frith U. Snowling M. (2000). Precursors of literacy delay among children at genetic risk of dyslexia. Journal of Child Psychology and Psychiatry 41, 203–213.

Gallagher H. L. Happé F. Brunswick N. Fletcher P. Frith C. D. Frith U. (2000). Reading the mind in cartoons and stories: An fMRI study of “theory of mind” in verbal and non-verbal tasks. Neuropsychologia 38, 11–21.

Houston R. Frith U. (2000). Autism in history: The case of Hugh Blair of Borgue Oxford: Blackwell.

McCrory E. Frith U. Brunswick N. Price C. (2000). Abnormal functional activation during a simple word repetition task: A PET study of adult dyslexics. Journal of Cognitive Neuroscience 12, 753–762.

Paulesu E. McCrory E. Fazio F. Menoncello L. Brunswick N. Cappa S. F. Cotelli M. Cossu G. Corte F. Lorusso M. Pesenti S. Gallagher A. Perani D. Price C. Frith C. D. Frith U. (2000). A cultural effect on brain function. Nature Neuroscience 3, 91–96.

Scheuffgen K. Happé F. Anderson M. Frith U. (2000). High “intelligence”, low “IQ”? Speed of processing and measured IQ in children with autism. Development and Psychopathology 12, 83–90.

Briskman J. Happé F. Frith U. (2001). Exploring the cognitive phenotype of autism: Weak “central coherence” in parents and siblings of children with autism. II. Real-life skills and preferences. Journal of Child Psychology and Psychiatry 42, 309–316.

Cardoso-Martins C. Frith U. (2001). Can individuals with Down syndrome acquire alphabetic literacy skills in the absence of phoneme awareness?. Reading and Writing 14, 361–375.

Frith U. (2001). Mindblindness and the brain in Autism. Neuron 32, 969–979.

Frith U. (2001). Theory of mind. The Oxford companion to the body. Blakemore C. Oxford: Oxford University Press.

Frith U. (2001). What framework should we use for understanding developmental disorders?. Developmental Neuropsychology 20, 555–563.

Frith U. Frith C. (2001). The biological basis of social interaction. Current Directions in Psychological Science 10, 151–155.

Frith U. Vargha-Khadem F. (2001). Are there sex differences in the brain basis of literacy related skills? Evidence from reading and spelling impairments after early unilateral brain damage. Neuropsychologia 39, 1485–1488.

Happé F. Briskman J. Frith U. (2001). Exploring the cognitive phenotype of autism: Weak “central coherence” in parents and siblings of children with autism. I. Experimental tests. Journal of Child Psychology and Psychiatry 42, 299–307.

Kampe K. Frith C. D. Dolan R. J. Frith U. (2001). Attraction and gaze—the reward value of social stimuli. Nature 413, 589.

Morton J. Frith U. (2001). Why we need cognition: Cause and developmental disorder. Language, brain, and cognitive development: Festschrift for Jacques Mehler. Dupoux E. Cambridge: MIT Press 263–278.

Paulesu E. Démonet J. Fazio F. McCrory E. Chanoine V. Brunswick N. Cappa S. Cossu G. Habib M. Frith C. Frith U. (2001). Dyslexia: Cultural diversity and biological unity. Science 291, 2165–2167.

Blair R. J. R. Frith U. Smith N. Abell F. Cipolotti L. (2002). Fractionation of visual memory: Agency detection and its impairment in autism. Neuropsychologia 40, 108–118.

Castelli F. Frith C. D. Happé F. Frith U. (2002). Autism, Asperger syndrome and brain mechanisms for the attribution of mental states to animated shapes. Brain 125, 1839–1849.

Frith U. (2002). Autism—the quest continues. Neuroreport 13, 1703–1705.

Frith U. (2002). The cognitive phenotype of autism: Implications for treatment. Developmental Medicine and Child Neurology 44, Suppl. No. 92 7–8.

Frith U. (2002). Culture, brain and dyslexia. Literacy in the new millennium. Hjelmquist E. von Euler C. London: Whurr 179–191.

Frith U. (2002). Resolving the paradoxes of dyslexia. Dyslexia and literacy: Theory and practice. Reid J. Wearmouth J. Chichester: Wiley 45–68.

Griffiths S. Frith U. (2002). Evidence for an articulatory awareness deficit in adult dyslexics. Dyslexia 8, 14–21.

Kelly S. W. Griffiths S. Frith U. (2002). Evidence for implicit sequence learning in dyslexia. Dyslexia 8, 43–52.

Lang G. Frith U. (2002). Imago Cerebri I. Collaboration with the artist described. Catalogue of head on: Art with the brain in mind: A Wellcome Trust exhibition at the Science Museum. Albano C. Arnold K. Wallace M. LondonMarch–July 50–52.

Backhouse G. Bishop-Liebler P. Frith U. Stewart L. (2003). Music, dyslexia and the brain. PATOSS (Professional Association of Teachers of Students with Specific Learning Difficulties) 16, 9–14.

Frith U. (2003). Autism: Explaining the enigma. (2). Oxford: Blackwell.

Frith U. Blakemore S.-J. (2003). Social cognition. Foresight Cognitive Systems Project Research Review Department of Trade and Industry UK available at www.foresight.gov.uk.

Frith U. Frith C. D. (2003). Development and neurophysiology of mentalising. Philosophical Transactions Series B 1431, 459–474.

Frith U. Hill E. (2003). Introduction to Special Issue on Autism. Philosophical Transactions of the Royal Society London B 358, 277–280.

Hill E. Frith U. (2003). Understanding autism: Insights from mind and brain. Philosophical Transactions of the Royal Society London B 358, 281–289.

Kampe K. Frith C. D. Frith U. (2003). “Hey John”: Signals conveying communicative intention towards the self activate brain regions associated with mentalizing regardless of modality. Journal of Neuroscience 23, 5258–5263.

Ramus F. Pidgeon L. Frith U. (2003). The relationship between motor control and phonology in dyslexic children. Journal of Child Psychology and Psychiatry 44, 712–722.

Ramus F. Rosen S Dakin S. Day B. L. Castellote J. M. White S. Frith U. (2003). Theories of developmental dyslexia: Insights from a multiple case study. Brain 126, 841–865.

Snowling M. Gallagher A. Frith U. (2003). Genetic risk of dyslexia is continuous: Individual differences in the precursors of orthographic skill. Child Development 74, 358–373.

Stewart L. Henson R. Kampe K. Walsh V. Turner R. Frith U. (2003). Becoming a pianist. Brain changes associated with learning to read music. Neuroimage 20, 71–83.

Stewart L. Henson R. Kampe K. Walsh V. Turner R. Frith U. (2003). Becoming a pianist. An fMRI study of musical literacy acquisition. Annals of the New York Academy of Sciences 999, 204–208.

Blakemore S.-J. Frith U. (2004). How does the brain deal with the social world?. Neuroreport 15, 119–128.

Blakemore S.-J. Winston J. Frith U. (2004). Social cognitive neuroscience: Where are we heading?. Trends in Cognitive Neuroscience 8, 216–222.

Frith U. (2004). Emmanuel Miller lecture: Confusions and controversies about Asperger syndrome. Journal of Child Psychology and Psychiatry 45, 672–686.

Hamilton A. Wolpert D. Frith U. (2004). Your own action influences how you perceive another person's action. Current Biology 14, 493–498.

Hill E. L. Berthoz S. Frith U. (2004). Brief report: Cognitive processing of own emotions in individuals with autistic spectrum disorder and their relatives. Journal of Autism and Developmental Disorders 34, 229–235.

Hill E. L. Sally D. Frith U. (2004). Does mentalising ability influence cooperative decision making in a social dilemma? Introspective evidence from a study of adults with autism spectrum disorder. Journal of Consciousness Studies 11, 1–18.

Stewart L. Walsh V. Frith U. (2004). Music reading shapes spatial representation in pianists. Perception and Psychophysics 66, 183–195.

Blakemore S.-J. Frith U. (2005). The learning brain: Lessons for education Oxford: Blackwell.

Blakemore S.-J. Frith U. (2005). The learning brain: Lessons for education: A precis target article with commentaries. Developmental Science 8, 459–471.

Dakin S. Frith U. (2005). Vagaries of visual perception in autism. Neuron 48, 497–507.

Den Ouden H. E. M. Frith U. Frith C. Blakemore S.-J. (2005). Thinking about intentions. Neuroimage 28, 787–796e-publication.

Frith C. D. Frith U. (2005). Quick guide: Theory of mind. Current Biology 15, 644–664.

Frith U. de Vignemont F. (2005). Egocentrism, allocentrism and Asperger syndrome. Consciousness and Cognition 14, 719–738.

Frith U. Happé F. (2005). Primer: Autistic spectrum disorder. Current Biology 15, 786–790.

McCrory E. J. Mechelli A. Frith U. Price C. J. (2005). More than words: A common neural basis for reading and picture naming. Brain 128, Pt 2 261–267.

Silani G. Frith U. Demonet J.-F. Fazio F. Perani D. C. Price C. Frith C. D. Paulesu E. (2005). Brain abnormalities underlying altered activation in dyslexia: A voxel based morphometric study. Brain 128, 2453–2461.

Bird G. Catmur C. Silani G. Frith C. Frith U. (2006). Attention does not modulate neural responses to social stimuli in autism spectrum disorders. Neuroimage 31, 1614–1624.

Blakemore S.-J. Tavassoli T. Calo S. Thomas R. M. Catmur C. Frith U. Haggard P. (2006). Tactile sensitivity in Asperger Syndrome. Brain and Cognition 61, 5–13.

Frith C. D. Frith U. (2006). How we predict what other people are going to do. Brain Research 1079, 26–46.

Frith C. D. Frith U. (2006). The neural basis of mentalizing. Neuron 50, 531–534.

Hamilton A. Wolpert D. Frith U. Grafton S. (2006). Where does your own action influence the perception of another person's action in the brain?. Neuroimage 29, 524–535.

Happé F. Frith U. (2006). The weak coherence account: Detail-focused cognitive style in autism spectrum disorders. Journal of Autism and Developmental Disorders 36, 5–25.

Ramus F. White S. Frith U. (2006). Weighing the evidence between competing theories of dyslexia. Discussion of peer commentary. Developmental Science 9, 265–269.

Rogers J. Viding E. Blair J. R. Frith U. Happé F. (2006). Autism spectrum disorder and psychopathy: Shared cognitive underpinnings or double hit?. Psychological Medicine 36, 1789–1798.

Viding E. Frith U. Genes for susceptibility to violence lurk in the brain. Proceedings of the National Academy of Sciences USA 2006 103 6085–6086.

White S. Frith U. Milne E. Rosen S. Swettenham J. Hansen P. Ramus F. (2006). A double dissociation between sensorimotor impairments and reading disability: A comparison of autistic and dyslexic children. Cognitive Neuropsychology 23, 748–761.

White S. Hill E. Winston J. Frith U. (2006). An islet of social ability in Asperger syndrome: Stereotypic attribution to faces. Brain and Cognition 61, 69–77.

White S. Milne E. Rosen S. Hansen P. Swettenham J. Frith U. Ramus F. (2006). The role of sensorimotor impairments in dyslexia: A multiple case study of dyslexic children. Developmental Science 9, 237–255.

Hamilton A. F. d. C. Brindley R. M. Frith U. (2007). How valid is the mirror neuron hypothesis for autism?. Neuropsychologia 45, 1859–1868.

Saldana D. Frith U. (2007). Do readers with autism make bridging inferences from world knowledge?. Journal of Experimental Child Psychology 96, 310–319.