APA引文

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 Style (17th ed.) Citation

Clayton, 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.

MLA引文

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