Verbal task demands are key in explaining the relationship between paired-associate learning and reading ability

Clayton, Francina Jane, Sears, Claire, Davis, Alice et al. (1 more author) (2018) Verbal task demands are key in explaining the relationship between paired-associate learning and reading ability. Journal of Experimental Child Psychology. pp. 46-54. ISSN: 0022-0965

Metadata

Item Type: Article
Authors/Creators:
  • Clayton, Francina Jane (fc532@york.ac.uk)
  • Sears, Claire
  • Davis, Alice
  • Hume, Charles
Copyright, Publisher and Additional Information:

© 2018 The Authors.
Dates:
  • Accepted: 9 January 2018
  • Published (online): 28 February 2018
  • Published: July 2018
Institution: The University of York
Academic Units: The University of York > Faculty of Sciences (York) > Psychology (York)
Depositing User: Pure (York)
Date Deposited: 17 Apr 2018 09:30
Last Modified: 17 Sep 2025 00:52
Published Version: https://doi.org/10.1016/j.jecp.2018.01.004
Status: Published
Refereed: Yes
Identification Number: 10.1016/j.jecp.2018.01.004
Open Archives Initiative ID (OAI ID):

Download

Published Version

Filename: 1_s2.0_S002209651730557X_main.pdf

Description: 1-s2.0-S002209651730557X-main

Licence: CC-BY 2.5

CLICK TO DOWNLOAD [thumbnail of 1-s2.0-S002209651730557X-main]

Export

Statistics


CORE (COnnecting REpositories)