Dissociating crossmodal and verbal demands in paired associate learning (PAL): What drives the PAL-reading relationship?

Journal of Experimental Child Psychology

Volumn 115, Issue 1, 2013, Pages 137-149

  Litt, Robin A ^a   de Jong, Peter F ^b   van Bergen, Elsje ^a,b   Nation, Kate ^a  

^a UNIVERSITY OF OXFORD   (United Kingdom)

^b UNIVERSITY OF AMSTERDAM   (Netherlands)

Author keywords

Crossmodal associations; Paired associate learning; Phonological awareness; Rapid automatized naming; Reading development; Verbal output

Indexed keywords

APTITUDE; ARTICLE; ATTENTION; AWARENESS; CHILD; COMPREHENSION; DYSLEXIA; FEMALE; HUMAN; LEARNING; LINGUISTICS; MALE; PAIRED ASSOCIATE LEARNING; PHONETICS; PSYCHOLOGICAL ASPECT; READING; SEMANTICS; STATISTICS; SYMBOLISM;

APTITUDE; ATTENTION; AWARENESS; CHILD; COMPREHENSION; DYSLEXIA; FEMALE; HUMANS; MALE; PAIRED-ASSOCIATE LEARNING; PHONETICS; READING; SEMANTICS; STATISTICS AS TOPIC; SYMBOLISM; VERBAL LEARNING; VOCABULARY;

EID: 84875484220     PISSN: 00220965     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jecp.2012.11.012     Document Type: Article

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