Clayton, F., Sears, C., Davis, A., & Hulme, C. (2018). Verbal task demands are key in explaining the relationship between paired-associate learning and reading ability. Elsevier.
Chicago-Zitierstil (17. Ausg.)Clayton, F., C. Sears, A. Davis, und C. Hulme. Verbal Task Demands Are Key in Explaining the Relationship Between Paired-associate Learning and Reading Ability. Elsevier, 2018.
MLA-Zitierstil (9. Ausg.)Clayton, F., et al. Verbal Task Demands Are Key in Explaining the Relationship Between Paired-associate Learning and Reading Ability. Elsevier, 2018.
Achtung: Diese Zitate sind unter Umständen nicht zu 100% korrekt.