Journal article
Dissociating crossmodal and verbal demands in paired associate learning (PAL): What drives the PAL-reading relationship?
- Abstract:
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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...
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- Publication status:
- Published
- Peer review status:
- Peer reviewed
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(pdf, 955.1KB)
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- Publisher copy:
- 10.1016/j.jecp.2012.11.012
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Authors
Funding
St John's College
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Bibliographic Details
- Publisher:
- Elsevier Publisher's website
- Journal:
- Journal of Experimental Child Psychology Journal website
- Volume:
- 115
- Issue:
- 1
- Pages:
- 137-149
- Publication date:
- 2013-05-01
- DOI:
- ISSN:
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0022-0965
- Source identifiers:
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395538
Item Description
- Language:
- English
- Keywords:
- Subjects:
- Pubs id:
-
pubs:395538
- UUID:
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uuid:648c4a8b-9f29-484c-80b1-91875907a3f9
- Local pid:
- pubs:395538
- Deposit date:
- 2013-11-16
Terms of use
- 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.
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