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Dissociating crossmodal and verbal demands in paired associate learning (PAL): What drives the PAL-reading relationship?

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...

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Publication status:
Published
Peer review status:
Peer reviewed
Version:
Accepted Manuscript

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Publisher copy:
10.1016/j.jecp.2012.11.012

Authors


de Jong, PF More by this author
van Bergen, E More by this author
More by this author
Institution:
University of Oxford
St John's College More from this funder
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

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