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

Clayton, FJ; Sears, CEC; Davis, A; Hulme, C; (2018) Verbal task demands are key in explaining the relationship between paired-associate learning and reading ability. Journal of Experimental Child Psychology , 171 , Article Volume 171, July 2018, Pages 46-54. 10.1016/j.jecp.2018.01.004 . Green open access

https://ift.tt/2JaJkED