Παραπομπή σε μορφή APA (7η εκδ.)

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.

Παραπομπή σε μορφή Chicago (17η εκδ.)

Clayton, F., C. Sears, A. Davis, και C. Hulme. Verbal Task Demands Are Key in Explaining the Relationship Between Paired-associate Learning and Reading Ability. Elsevier, 2018.

Παραπομπή σε μορφή MLA (9th εκδ.)

Clayton, F., et al. Verbal Task Demands Are Key in Explaining the Relationship Between Paired-associate Learning and Reading Ability. Elsevier, 2018.