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

2018 ◽  
Vol 171 ◽  
pp. 46-54 ◽  
Author(s):  
Francina J. Clayton ◽  
Claire Sears ◽  
Alice Davis ◽  
Charles Hulme
Keyword(s):  
Reading Ability ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Task Demands ◽  
Verbal Task ◽  
Associate Learning ◽  
The Relationship

Cognitive Styles and Learning Strategies in Paired-Associate Learning

1974 ◽  
Vol 39 (2) ◽  
pp. 861-862
Author(s):  
Raymond L. Majeres
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Task Demands ◽  
Associate Learning ◽  
Task Strategy ◽  
Learning Conditions ◽  
And Performance ◽  
Motivation And Learning

Paired-associate learning strategy and performance of Ss ( N = 96) high and low on the Stroop Test color/word ratio under different motivation and learning conditions were studied. There was a significant relationship between task, strategy, and cognitive style ( p < .01), though no relationships with performance were found. Results indicated that strategy may be less dependent on specific task demands than performance.

scholarly journals Orthographic Learning in Children Who Are Deaf or Hard of Hearing

2019 ◽  
Vol 50 (1) ◽  
pp. 99-112 ◽  
Author(s):  
Malin Wass ◽  
Teresa Y. C. Ching ◽  
Linda Cupples ◽  
Hua-Chen Wang ◽  
Björn Lyxell ◽  
...  
Keyword(s):  
Hearing Aids ◽  
Hard Of Hearing ◽  
Reading Ability ◽  
Paired Associate ◽  
Recognition Task ◽  
Paired Associate Learning ◽  
Profound Hearing Loss ◽  
Associate Learning ◽  
Phonological Decoding ◽  
Orthographic Learning

Purpose The purpose of the current study was to investigate the relationship between orthographic learning and language, reading, and cognitive skills in 9-year-old children who are deaf or hard of hearing (DHH) and to compare their performance to age-matched typically hearing (TH) controls. Method Eighteen children diagnosed with moderate-to-profound hearing loss who use hearing aids and/or cochlear implants participated. Their performance was compared with 35 age-matched controls with typical hearing. Orthographic learning was evaluated using a spelling task and a recognition task. The children were assessed on measures of reading ability, language, working memory, and paired-associate learning. Results On average, the DHH group performed more poorly than the TH controls on the spelling measure of orthographic learning, but not on the recognition measure. For both groups of children, there were significant correlations between orthographic learning and phonological decoding and between visual–verbal paired-associate learning and orthographic learning. Conclusions Although the children who are DHH had lower scores in the spelling test of orthographic learning than their TH peers, measures of their reading ability revealed that they acquired orthographic representations successfully. The results are consistent with the self-teaching hypothesis in suggesting that phonological decoding is important for orthographic learning.

Correlates of Verbal Paired-Associate Learning in Children

1965 ◽  
Vol 17 (3) ◽  
pp. 747-752 ◽  
Author(s):  
John C. McCullers
Keyword(s):  
School Children ◽  
Elementary School Children ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Achievement Level ◽  
Associate Learning ◽  
Reading Vocabulary ◽  
Significant Performance ◽  
Subject Variables ◽  
The Relationship

Although a number of investigations of paired-associate (PA) learning have been conducted with children, little effort has been made to determine the relationship between ability in PA tasks and other subject variables. This study correlated PA performance of elementary school children with measures of intelligence, anxiety, and achievement. Two lists were studied, one consisting of strongly associated word pairs, and one of weak pairs. Relationships between various subject variables and PA performance on the strong pairs was not significant. Performance on the weak pairs, however, correlated significantly with the IQ, reading, vocabulary, and comprehensive achievement level of the children.

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