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Artykuły w czasopismach na temat "Visual-Verbal paired associate learning"
Yang, Ting, Yan Cai, Hong Liu i Xiangping Liu. "The Nature of Paired Associate Learning Deficits in Chinese Children with Developmental Dyslexia". Brain Sciences 13, nr 2 (19.01.2023): 172. http://dx.doi.org/10.3390/brainsci13020172.
Pełny tekst źródłaSCHATZ, JEFFREY, SUZANNE CRAFT, MYLES KOBY i T. S. PARK. "Associative learning in children with perinatal brain injury". Journal of the International Neuropsychological Society 3, nr 6 (listopad 1997): 521–27. http://dx.doi.org/10.1017/s1355617797005213.
Pełny tekst źródłaLitt, Robin A., Hua-Chen Wang, Jessica Sailah, Nicholas A. Badcock i Anne Castles. "Paired associate learning deficits in poor readers: The contribution of phonological input and output processes". Quarterly Journal of Experimental Psychology 72, nr 3 (15.03.2018): 616–33. http://dx.doi.org/10.1177/1747021818762669.
Pełny tekst źródłaRobert Yohman, J., i Oscar A. Parsons. "Intact verbal paired‐associate learning in alcoholics". Journal of Clinical Psychology 41, nr 6 (listopad 1985): 844–51. http://dx.doi.org/10.1002/1097-4679(198511)41:6<844::aid-jclp2270410620>3.0.co;2-#.
Pełny tekst źródłaElwood, Richard W. "Episodic and Semantic Memory Components of Verbal Paired-Associate Learning". Assessment 4, nr 1 (marzec 1997): 73–77. http://dx.doi.org/10.1177/107319119700400110.
Pełny tekst źródłaOgino, Tatsuya, Yoko Ohtsuka, Yumiko Ido, Yoshiaki Mayanagi, Eiju Watanabe i Eiji Oka. "Memory function decline over 18 months after selective amygdalohippocampectomy". Epileptic Disorders 6, nr 2 (czerwiec 2004): 115–20. http://dx.doi.org/10.1684/j.1950-6945.2004.tb00058.x.
Pełny tekst źródłaFifer, Joanne M., Ayla Barutchu, Mohit N. Shivdasani i Sheila G. Crewther. "Verbal and novel multisensory associative learning in adults". F1000Research 2 (28.05.2013): 34. http://dx.doi.org/10.12688/f1000research.2-34.v2.
Pełny tekst źródłaMcWalter, Gregor J., Daniela Montaldi, Gita E. Bhutani, Stephen McCrory, Anthony Moffoot, Elizabeth Barron i D. Neil Brooks. "Paired associate verbal learning in dementia of Alzheimer's type." Neuropsychology 5, nr 3 (lipiec 1991): 205–11. http://dx.doi.org/10.1037/0894-4105.5.3.205.
Pełny tekst źródłaMessbauer, Vera C. S., i Peter F. de Jong. "Effects of Visual and Phonological Distinctness on Visual–verbal Paired Associate Learning in Dutch Dyslexic and Normal Readers". Reading and Writing 19, nr 4 (czerwiec 2006): 393–426. http://dx.doi.org/10.1007/s11145-005-5121-7.
Pełny tekst źródłaUttl, Bob. "Measurement of Individual Differences". Psychological Science 16, nr 6 (czerwiec 2005): 460–67. http://dx.doi.org/10.1111/j.0956-7976.2005.01557.x.
Pełny tekst źródłaRozprawy doktorskie na temat "Visual-Verbal paired associate learning"
Bignon, Matthieu. "Predictors of decoding acquisition in newcomer non-francophone children : a focus on visual-verbal paired associate learning". Electronic Thesis or Diss., Université de Lille (2022-....), 2024. https://pepite-depot.univ-lille.fr/ToutIDP/EDSHS/2024/2024ULILH015.pdf.
Pełny tekst źródłaThe strategic aim of this research was to lay the foundations for the creation of tools for the early detection of reading difficulties in newcomer non-francophone children (EANA) of primary school age. To this end, we recruited 179 EANA children and 259 French children. The two groups were matched on the duration of attendance at primary school. They completed a series of cognitive and linguistic tests, and parents answered questionnaires on languages spoken and previous schooling. We observed that EANA children's decoding scores were lower than those of French children and showed considerable heterogeneity. Children who had started to learn to read in another language, especially if it was a Latin orthography, obtained higher scores than others. Younger children had lower scores than older children, probably due to greater experience of reading in their first language. Whether the children had attended school before arriving in France and the language family of the languages spoken (other than French) had no effect on word reading skills. Then, we observed that the main cognitive-linguistic predictors (phonological awareness, rapid automatized naming, phonological short-term memory and vocabulary) explained much of the variance in decoding skills among EANA children. In line with previous literature on oral language assessment of second language learners, we stressed the importance of managing the typological distance between first languages and French, as well as the degree of exposure to French. With this in mind, we examined the predictive power of a visual-verbal paired associate learning task (PAL), arguing that it should not be biased by the amount of exposure to French, and that it is possible to create items that are independent of the typological properties of French. Visual-verbal PAL scores were strongly correlated with decoding skills and showed a unique contribution comparable to other cognitive and linguistic predictors in EANA children. In French children, they showed a moderate simple correlation with decoding skills and a low unique contribution. We further investigated the mechanisms that explain the relationship between visual-verbal PAL and decoding skills by conducting a systematic review. Previous literature has shown that the verbal learning mechanisms of visual-verbal PAL are central to its relationship with decoding skills, at least in alphabetic orthographies, and that cross-modal association learning may also be involved, although the results are inconsistent. We tested these components in the French subsample of our first study and showed that verbal learning best explained the relationship between visual-verbal PAL and decoding skills. According to the literature, this relationship may be stronger with the reading of complex words (words with contextual graphemes and irregular words) than with the reading of simple words. We therefore conducted a second study of 186 first-grade children as part of a second data collection but were unable to confirm this hypothesis. This suggests either that there is no causal relationship between visual-verbal PAL and decoding skills, or that verbal learning is important for word and nonword decoding in general, regardless of grapheme complexity or word regularity. Future longitudinal studies controlling for all cognitive-linguistic predictors of decoding skills are needed to determine whether visual-verbal PAL has a causal contribution to decoding skills in French and may represent a sensitive tool for detecting children at risk of reading failure (particularly among EANA children) in combination with other measures
Fiumedora, Marianne. "The Contribution of Visuospatial Functioning to Verbal Paired Associate Learning in Temporal Lobe Epilepsy". University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535467121090639.
Pełny tekst źródłaCzęści książek na temat "Visual-Verbal paired associate learning"
Gonzalo, Désirée, i Christian Büchel. "Audio-Visual Associative Learning Enhances Responses to Auditory Stimuli in Visual Cortex". W Functional Neuroimaging of Visual Cognition, 225–39. Oxford University PressOxford, 2004. http://dx.doi.org/10.1093/oso/9780198528456.003.0011.
Pełny tekst źródłaOuwehand, Kim, Tamara van Gog i Fred Paas. "The Use of Gesturing to Facilitate Older Adults’ Learning from Computer-Based Dynamic Visualizations". W Engaging Older Adults with Modern Technology, 33–58. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1966-1.ch003.
Pełny tekst źródłaHolland, Peter C., i Daniel S. Wheeler. "Representation-Mediated Food Aversions". W Conditioned Taste Aversion Behavioral and Neural Processes, 196–225. Oxford University PressNew York, NY, 2008. http://dx.doi.org/10.1093/oso/9780195326581.003.0011.
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