Clayton Francina J, Sears Claire, Davis Alice, Hulme Charles
Department of Psychology, University of York, Heslington, York YO10 5DD, UK.
Division of Psychology and Language Sciences, University College London, London WC1E 6BT, UK.
J Exp Child Psychol. 2018 Jul;171:46-54. doi: 10.1016/j.jecp.2018.01.004. Epub 2018 Feb 28.
Paired-associate learning (PAL) tasks measure the ability to form a novel association between a stimulus and a response. Performance on such tasks is strongly associated with reading ability, and there is increasing evidence that verbal task demands may be critical in explaining this relationship. The current study investigated the relationships between different forms of PAL and reading ability. A total of 97 children aged 8-10 years completed a battery of reading assessments and six different PAL tasks (phoneme-phoneme, visual-phoneme, nonverbal-nonverbal, visual-nonverbal, nonword-nonword, and visual-nonword) involving both familiar phonemes and unfamiliar nonwords. A latent variable path model showed that PAL ability is captured by two correlated latent variables: auditory-articulatory and visual-articulatory. The auditory-articulatory latent variable was the stronger predictor of reading ability, providing support for a verbal account of the PAL-reading relationship.
配对联想学习（PAL）任务测量的是在刺激与反应之间形成新关联的能力。此类任务的表现与阅读能力密切相关，并且越来越多的证据表明，言语任务要求可能是解释这种关系的关键因素。本研究调查了不同形式的PAL与阅读能力之间的关系。共有97名8至10岁的儿童完成了一系列阅读评估以及六项不同的PAL任务（音素-音素、视觉-音素、非言语-非言语、视觉-非言语、非词-非词和视觉-非词），这些任务涉及熟悉的音素和不熟悉的非词。一个潜在变量路径模型表明，PAL能力由两个相关的潜在变量所体现：听觉-发音和视觉-发音。听觉-发音潜在变量是阅读能力更强的预测指标，这为PAL与阅读关系的言语解释提供了支持。
