Paired-Associate Learning Ability Accounts for Unique Variance in Orthographic Learning
| Autor: | Anne Castles, Hua Chen Wang, Malin Wass |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
Visual perception
business.industry 4. Education 05 social sciences Multilevel model Orthographic projection 050301 education Variance (accounting) computer.software_genre 050105 experimental psychology Spelling Education Task (project management) Engineering psychology Correlation 0501 psychology and cognitive sciences Psychology (miscellaneous) Artificial intelligence business Psychology 0503 education computer Natural language processing |
| Zdroj: | Scientific Studies of Reading. 21:5-16 |
| ISSN: | 1532-799X 1088-8438 |
| DOI: | 10.1080/10888438.2016.1231686 |
| Popis: | Paired-associate learning is a dynamic measure of the ability to form new links between two items. This study aimed to investigate whether paired-associate learning ability is associated with success in orthographic learning, and if so, whether it accounts for unique variance beyond phonological decoding ability and orthographic knowledge. A group of 63 children ages 8–10 completed an orthographic learning task and three types of paired-associate learning task: visual–visual, visual–verbal, and verbal–verbal. The results showed that both visual–verbal and verbal–verbal (but not visual–visual) paired-associate learning ability were associated with success in learning the spellings of novel words. Moreover, hierarchical regression analyses showed that visual–verbal paired-associate learning predicted orthographic learning even after phonological decoding skill and existing orthographic knowledge had been accounted for. We propose that paired-associate learning ability may be one of the underlying me... |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|