Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Filters

Francina J Clayton

Showing results (1-10 of 5) with videos related to

Pageof 1
Sort By:
Journal of Experimental Child Psychology|March 3, 2018
Verbal task demands are key in explaining the relationship between paired-associate learning and reading abilityFrancina J Clayton, Claire Sears, Alice Davis, et al.
Dyslexia (Chichester, England)|April 24, 2019
Procedural and declarative learning in dyslexiaGillian West, Francina J Clayton, David R Shanks, et al.
Journal of Experimental Child Psychology|October 23, 2020
Twenty-four or four-and-twenty: Language modulates cross-modal matching for multidigit numbers in children and adultsAnna F Steiner, Chiara Banfi, Sabrina Finke, et al.
Journal of Experimental Child Psychology|July 5, 2022
Transcoding counts: Longitudinal contribution of number writing to arithmetic in different languagesChiara Banfi, Francina J Clayton, Anna F Steiner, et al.
Frontiers in Psychology|December 10, 2021
Cross-Format Integration of Auditory Number Words and Visual-Arabic Digits: An ERP StudySabrina Finke, Ferenc Kemény, Francina J Clayton, et al.
Pageof 1

Showing results (1-10 of 5) with videos related to

Sort By:
Pageof 1
Journal of Experimental Child Psychology|March 3, 2018
Verbal task demands are key in explaining the relationship between paired-associate learning and reading abilityFrancina J Clayton, Claire Sears, Alice Davis, et al.
Dyslexia (Chichester, England)|April 24, 2019
Procedural and declarative learning in dyslexiaGillian West, Francina J Clayton, David R Shanks, et al.
Journal of Experimental Child Psychology|October 23, 2020
Twenty-four or four-and-twenty: Language modulates cross-modal matching for multidigit numbers in children and adultsAnna F Steiner, Chiara Banfi, Sabrina Finke, et al.
Journal of Experimental Child Psychology|July 5, 2022
Transcoding counts: Longitudinal contribution of number writing to arithmetic in different languagesChiara Banfi, Francina J Clayton, Anna F Steiner, et al.
Frontiers in Psychology|December 10, 2021
Cross-Format Integration of Auditory Number Words and Visual-Arabic Digits: An ERP StudySabrina Finke, Ferenc Kemény, Francina J Clayton, et al.
Pageof 1