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.

Preview

Text Clayton_Verbal_task_demands.pdf - Published Version Download (435kB) | Preview

Abstract

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. The current study investigated the relationships between different forms of PAL and reading ability. A total of 97 children aged 8–10 years completed a battery of reading assessments and six different PAL tasks (phoneme–phoneme, visual–phoneme, nonverbal–nonverbal, visual–nonverbal, nonword–nonword, and visual–nonword) involving both familiar phonemes and unfamiliar nonwords. A latent variable path model showed that PAL ability is captured by two correlated latent variables: auditory–articulatory and visual–articulatory. The auditory–articulatory latent variable was the stronger predictor of reading ability, providing support for a verbal account of the PAL–reading relationship.

Download activity - last month

Export as JSONXMLCSV

Download activity - last 12 months

Export as CSVXMLJSON

Downloads by country - last 12 months

Export as CSVXMLJSON

Archive Staff Only

View Item