Verbal task demands are key in explaining the relationship between paired-associate learning and reading ability

Verbal task demands are key in explaining the relationship between paired-associate learning and reading ability

Hiển thị phiên bản (1) khác

Paired-associate learning (PAL) tasks measure the ability to form a novel association between a stimulus and a response. Performance on such tasks is strongly associated with reading ability, and there is increasing evidence that verbal task demands may be critical in explaining this relationship. T...

Mô tả đầy đủ

Chi tiết về thư mục
Những tác giả chính:	Clayton, F, Sears, C, Davis, A, Hulme, C
Định dạng:	Journal article
Được phát hành:	Elsevier 2018

Những quyển sách tương tự

Verbal task demands are key in explaining the relationship between paired-associate learning and reading ability
Bằng: Clayton, F, et al.
Được phát hành: (2018)

Dissociating crossmodal and verbal demands in paired associate learning (PAL): What drives the PAL-reading relationship?
Bằng: Litt, R, et al.
Được phát hành: (2013)

Dissociating crossmodal and verbal demands in paired associate learning (PAL): what drives the PAL-reading relationship?
Bằng: Litt, R, et al.
Được phát hành: (2013)

Paired-associate learning, phoneme awareness, and learning to read.
Bằng: Hulme, C, et al.
Được phát hành: (2007)

A longitudinal study of early reading development: Letter-sound knowledge, phoneme awareness and RAN, but not letter-sound integration, predict variations in reading development
Bằng: Clayton, F, et al.
Được phát hành: (2019)

The relationship between children‘s reading ability, verbal and fluid intelligence and measurements of eye movements during reading
Bằng: Orlovska M., et al.
Được phát hành: (2014-01-01)

Children’s Verbal, Visual and Spatial Processing and Storage Abilities: An Analysis of Verbal Comprehension, Reading, Counting and Mathematics
Bằng: Rebecca Gordon, et al.
Được phát hành: (2021-12-01)

Reading Comprehension, Learning Strategies and verbal reasoning: Possible Relationships
Bằng: Angélica Polvani Trassi, et al.
Được phát hành: (2019-12-01)

Training mispronunciation correction and word meanings improves children’s ability to learn to read words
Bằng: Dyson, H, et al.
Được phát hành: (2017)

Can processing demands explain toddlers’ performance in false-belief tasks?
Bằng: Jara-Ettinger, Julian, et al.
Được phát hành: (2017)

Learning to read in Chinese: Evidence for reciprocal relationships between word reading and oral language skills
Bằng: Hulme, C, et al.
Được phát hành: (2018)

The differential relations between verbal, numerical and spatial working memory abilities and children's reading comprehension
Bằng: Jane Oakhill, et al.
Được phát hành: (2011-07-01)

Close relationships : key readings /
Bằng: Reis, Harry T., et al.
Được phát hành: (2004)

Effects of verbal tasks on driving simulator performance
Bằng: Jonathan C. Rann, et al.
Được phát hành: (2022-02-01)

Verbal-performance discrepancies: relationship to birth risk and specific reading retardation.
Bằng: Bishop, D, et al.
Được phát hành: (1980)

Preschool phonological, morphological and semantic skills explain it all: Following reading development through a 9‐year period
Bằng: Lyster, S-A, et al.
Được phát hành: (2020)

Pattern understanding: relationships with arithmetic and reading development
Bằng: Burgoyne, K, et al.
Được phát hành: (2017)

On the Relationship between P3 Latency and Mental Ability as a Function of Increasing Demands in a Selective Attention Task
Bằng: Tugba Kapanci, et al.
Được phát hành: (2019-01-01)

Note-Taking Pairs Strategy Towards Students’ Critical Thinking Ability In Reading Comprehension
Bằng: Dira Permana, et al.
Được phát hành: (2019-09-01)

Paired Model Experiment “Believe/Do Not Believe” — The Ability to Highlight Non-Verbal Signs Of Reliability/Unreliability of the Information Reported
Bằng: A.V. Zhegallo, et al.
Được phát hành: (2022-01-01)

Reading and Other Specific Learning Difficulties
Bằng: Snowling, M, et al.
Được phát hành: (2009)

Learning to Read with a Language Impairment
Bằng: Snowling, M, et al.
Được phát hành: (2008)

Reading Concept Map-Think Pair Share (Remap-TPS) Learning Model on Cognitive Ability and Scientific Attitude
Bằng: Agus Jatmiko, et al.
Được phát hành: (2018-12-01)

Reading intervention for children with language learning difficulties
Bằng: Snowling, M, et al.
Được phát hành: (2008)

Habilidades de praxia verbal e não-verbal em indivíduos gagos Verbal and non-verbal praxic abilities in stutterers
Bằng: Natália Casagrande Brabo, et al.
Được phát hành: (2009-12-01)

Observing documentary reading by verbal protocol
Bằng: Fujita Mariangela Spotti Lopes, et al.
Được phát hành: (2003-01-01)

From Reading Comprehension to Verbal Creativity
Bằng: Violeta Teodora LUNGEANU
Được phát hành: (2024-06-01)

The verbal process as reflected in reading and writing
Bằng: Andrey Vdovichenko
Được phát hành: (2017-12-01)

The verbalization of numbers: An explainable framework for tourism online reviews
Bằng: Francesco De Nicolò, et al.
Được phát hành: (2023-01-01)

A Comparison of Children's Ability to Read Children's and Adults' Mental States in an Adaptation of the Reading the Mind in the Eyes Task
Bằng: Anna van der Meulen, et al.
Được phát hành: (2017-04-01)

A review of the role of elementary verbal processes on the expression of verbal intellectual ability
Bằng: Lalović Dejan
Được phát hành: (2005-01-01)

Investigating relationship between phonological errors and reading ability
Bằng: Neo, Seanna
Được phát hành: (2018)

Schizotypal traits and their relationship to reading abilities in healthy adults
Bằng: Narissa Byers, et al.
Được phát hành: (2024-12-01)

Mind the (inferential) gap: Giles et al. (2018) provide no convincing evidence for a causal relationship between interceptive-timing ability and arithmetic attainment
Bằng: Hulme, C
Được phát hành: (2019)

The relationship between self-perception of ability and actual ability in parkinsonian patients performing motor tasks: A prospective study
Bằng: Joint, C, et al.
Được phát hành: (2010)

Learning to read changes children's phonological skills: evidence from a latent variable longitudinal study of reading and nonword repetition.
Bằng: Nation, K, et al.
Được phát hành: (2011)

Lateralization of verbal ability in pre-psychotic children.
Bằng: Leask, S, et al.
Được phát hành: (2005)

Verbal ability, argument order, and attitude formation
Bằng: Mindaugas Mozuraitis, et al.
Được phát hành: (2016-09-01)

The role of task-related learned representations in explaining asymmetries in task switching
Bằng: Barutchu, A, et al.
Được phát hành: (2013)

Reading disorders and dyslexia.
Bằng: Hulme, C, et al.
Được phát hành: (2016)