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.
Citação do estilo Chicago (17ª ed.)Clayton, F., C. Sears, A. Davis, e C. Hulme. Verbal Task Demands Are Key in Explaining the Relationship Between Paired-associate Learning and Reading Ability. Elsevier, 2018.
Citação MLA (9ª ed.)Clayton, F., et al. Verbal Task Demands Are Key in Explaining the Relationship Between Paired-associate Learning and Reading Ability. Elsevier, 2018.
Nota: a formatação da citação pode não corresponder 100% ao definido pela respectiva norma.