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.
Citación estilo ChicagoClayton, F., C. Sears, A. Davis, and C. Hulme. Verbal Task Demands Are Key in Explaining the Relationship Between Paired-associate Learning and Reading Ability. Elsevier, 2018.
Cita MLAClayton, F., et al. Verbal Task Demands Are Key in Explaining the Relationship Between Paired-associate Learning and Reading Ability. Elsevier, 2018.
Warning: These citations may not always be 100% accurate.