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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 7 of 7 1 Becoming a written word: Eye movements reveal order of acquisition effects following incidental exposure to new words during silent reading Joseph, Holly S.S.L.; Wonnacott, Elizabeth; Forbes, Paul... In: Cognition. - Amsterdam [u.a] : Elsevier 133 (2014) 1, 238-248 OLC Linguistik Show details 2 The nature and specificity of paired associate learning deficits in children with dyslexia Litt, Robin A.; Nation, Kate In: Journal of memory and language. - Amsterdam [u.a.] : Elsevier 71 (2014) 1, 71-88 OLC Linguistik Show details 3 The Nature and specificity of paired associate learning deficits in children with dyslexia Litt, Robin A; Nation, Kate. - : Elsevier, 2014 Abstract: We report three experiments investigating the specificity and nature of paired associate learning (PAL) deficits in children with dyslexia. Experiments 1 and 2 compared children with dyslexia and age-matched controls across the following stimulus–response mapping conditions, designed to dissociate crossmodal and verbal demands: visual–verbal, verbal–verbal, visual–visual, and verbal visual. Children with dyslexia exhibited deficits in visual–verbal and verbal–verbal PAL only. Experiment 3 investigated the stage of learning in which PAL deficits arise by separating the verbal learning and associative learning components of a visual–verbal PAL task. Results revealed an item-specific relationship between phonological form learning and later associative learning success. Visual–verbal PAL deficits were fully accounted for by the preceding deficit in phonological form learning. Together, our results show that PAL deficits in dyslexia are not a consequence of difficulties with associative learning; instead, they are best characterized as deficits in phonological form learning. The implications of these findings for theories of reading development and dyslexia are discussed. ; 18 page(s) Keyword: Dyslexia; Paired associate learning; Phonological deficit; Reading URL: http://hdl.handle.net/1959.14/337519 BASE Hide details 4 The Hardest butter to button : immediate context effects in spoken word identification Brock, Jon; Nation, Kate. - : Psychology Press, 2014 BASE Show details 5 Lexical learning and lexical processing in children with developmental language impairments Nation, Kate. - : The Royal Society, 2014 BASE Show details 6 When words fail us: insights into language processing from developmental and acquired disorders Bishop, Dorothy V. M.; Nation, Kate; Patterson, Karalyn. - : The Royal Society, 2014 BASE Show details 7 Generalisation over semantic cues in child and adult artificial language learning Wonnacott, Elizabeth; Brown, Helen; Nation, Kate. - 2014 BASE Show details

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