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Paired-Associate Learning Ability Accounts for Unique Variance in Orthographic Learning
Macquarie University.
Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human Work Science.
Macquarie University.
Number of Authors: 3
2016 (English)In: Scientific Studies of Reading, ISSN 1088-8438, E-ISSN 1532-799X, 471-482 p.Article in journal (Refereed) Epub ahead of print
Abstract [en]

Paired-associate learning is a dynamic measure of the ability to form new linksbetween two items. This study aimed to investigate whether paired-associatelearning ability is associated with success in orthographic learning, and if so,whether it accounts for unique variance beyond phonological decoding abilityand orthographic knowledge. A group of 63 children ages 8–10 completed anorthographic learning task and three types of paired-associate learning task:visual–visual, visual–verbal, and verbal–verbal. The results showed that bothvisual–verbal and verbal–verbal (but not visual–visual) paired-associate learningability were associated with success in learning the spellings of novel words.Moreover, hierarchical regression analyses showed that visual–verbal pairedassociatelearning predicted orthographic learning even after phonologicaldecoding skill and existing orthographic knowledge had been accounted for.We propose that paired-associate learning abilitymay be one of the underlyingmechanisms of orthographic learning, facilitating the connection between thephonology and orthographic representation of a word. 

Place, publisher, year, edition, pages
2016. 471-482 p.
National Category
Production Engineering, Human Work Science and Ergonomics
Research subject
Engineering Psychology
Identifiers
URN: urn:nbn:se:ltu:diva-59830DOI: 10.1080/10888438.2016.1231686ScopusID: 2-s2.0-84990928922OAI: oai:DiVA.org:ltu-59830DiVA: diva2:1038633
Available from: 2016-10-19 Created: 2016-10-19 Last updated: 2016-12-04

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