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 |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2018 The Authors. |
Dates: |
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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 Dec 2024 00:10 |
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): | oai:eprints.whiterose.ac.uk:129739 |
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