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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

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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.

Type: Article
Title: Verbal task demands are key in explaining the relationship between paired-associate learning and reading ability
Open access status: An open access version is available from UCL Discovery
DOI: 10.1016/j.jecp.2018.01.004
Publisher version: https://doi.org/10.1016/j.jecp.2018.01.004
Language: English
Additional information: Copyright © 2018 The Authors. Published by Elsevier Inc. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
Keywords: Paired-associate learning, Reading, Reading development, Dyslexia, Cross-modal associations, Verbal learning
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
URI: https://discovery.ucl.ac.uk/id/eprint/10049422
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