- Abstract:
-
Recent research suggests that visual-verbal paired associate learning (PAL) may tap a crossmodal associative learning mechanism that plays a distinct role in reading development. However, evidence from children with dyslexia indicates that deficits in visual-verbal PAL are strongly linked to the verbal demands of the task. The primary aim of this study was to disassociate the role of modality and verbal demand in driving the PAL-reading relationship. To do so, we compared performance across f...
Expand abstract - Publication status:
- Published
- Peer review status:
- Peer reviewed
- Version:
- Accepted Manuscript
- Files:
-
-
(pdf, 955.1kb)
-
- Publisher copy:
- 10.1016/j.jecp.2012.11.012
-
Version unsuitable
-
We have not obtained a suitable full-text for a given research output. See this page for more information.
-
Recently completed
-
Sometimes content is held in ORA but is unavailable for a fixed period of time to comply with the policies and wishes of rights holders.
-
Permissions
-
All content made available in ORA should comply with relevant rights, such as copyright. See this page for more information.
-
Clearance
-
Some thesis volumes scanned as part of the digitisation scheme funded by Dr Leonard Polonsky are currently unavailable due to sensitive material or uncleared third-party copyright content. We are attempting to contact authors whose theses are affected.
- Publisher:
- Elsevier Inc. Publisher's website
- Journal:
- Journal of Experimental Child Psychology Journal website
- Volume:
- 115
- Issue:
- 1
- Pages:
- 137-149
- Publication date:
- 2013-05-05
- DOI:
- ISSN:
-
0022-0965
- URN:
-
uuid:648c4a8b-9f29-484c-80b1-91875907a3f9
- Source identifiers:
-
395538
- Local pid:
- pubs:395538
- Language:
- English
- Keywords:
- Subjects:
- Copyright holder:
- Elsevier Inc.
- Copyright date:
- 2013
- Notes:
- © 2012 Elsevier Inc. All rights reserved. NOTICE: this is the author’s version of a work that was accepted for publication in Journal of Experimental Child Psychology. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Journal of Experimental Child Psychology, Volume 115, Issue 1, May 2013, DOI 10.1016/j.jecp.2012.11.012.
Journal article
Dissociating crossmodal and verbal demands in paired associate learning (PAL): What drives the PAL-reading relationship?
Actions
Access Document
Why is the content I wish to access not available via ORA?
Bibliographic data (the information relating to research outputs) and full-text items (e.g. articles, theses, reports, etc.) arrive in ORA from several different sources. Unfortunately we are not able to make available the full-text for every research output.
Please contact the ORA team (
) if you have queries regarding unavailable content OR if you are aware of a full-text copy we can make available.
) if you have queries regarding unavailable content OR if you are aware of a full-text copy we can make available.
Content may be unavailable for the following four reasons
Alternative access to the full-text
You may be able to access the full-text directly from the publisher's website using the 'Publisher Copy' link in the 'Links & Downloads' box from a research output's ORA record page. This method may require an institutional or individual subscription to the journal/resource.
Authors
Funding
St John's College
More from this funder
Bibliographic Details
Item Description
Terms of use
Metrics
Altmetrics
Dimensions
If you are the owner of this record, you can report an update to it here: Report update to this record