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Child Neuropsychology
A Journal on Normal and Abnormal Development in Childhood and Adolescence
Volume 17, 2011 - Issue 2
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Original Articles

Effects of Modality Presentation on Working Memory in School-age Children: Evidence for the Pictorial Superiority Hypothesis

Fofi Constantinidou Department of Psychology, University of Cyprus, Nicosia, CyprusCorrespondence[email protected]
,
Molly A. Danos Douglas Country School District, CO, USA
,
Daniel Nelson Division of Psychiatry, Children's Hospital Medical Center, Cincinnati, Ohio, USA
&
Susan Baker Department of Speech Pathology and Audiology, Miami University, Oxford, OH, USA
Pages 173-196 | Received 11 Apr 2010, Accepted 12 Sep 2010, Published online: 25 Jan 2011

Citations (10)

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Read on this site (3)

Celeste Meijs, Petra P. M. Hurks, Renske Wassenberg, Frans J. M. Feron & Jelle Jolles. (2016) Inter-individual differences in how presentation modality affects verbal learning performance in children aged 5 to 16. Child Neuropsychology 22:7, pages 818-836.
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Anna Katharina Diergarten & Gerhild Nieding. (2015) Children's and Adults’ Ability to Build Online Emotional Inferences During Comprehension of Audiovisual and Auditory Texts. Journal of Cognition and Development 16:2, pages 381-406.
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Fofi Constantinidou & Christiana Evripidou. (2012) Stimulus modality and working memory performance in Greek children with reading disabilities: Additional evidence for the pictorial superiority hypothesis. Child Neuropsychology 18:3, pages 256-280.
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Articles from other publishers (7)

Hayley E. Pickering, Jessica L. Peters & Sheila G. Crewther. (2022) A Role for Visual Memory in Vocabulary Development: A Systematic Review and Meta-Analysis. Neuropsychology Review.
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Gislaine A. V. Zanini, Monica C. Miranda, Hugo Cogo-Moreira, Ali Nouri, Alberto L. Fernández & Sabine Pompéia. (2021) An Adaptable, Open-Access Test Battery to Study the Fractionation of Executive-Functions in Diverse Populations. Frontiers in Psychology 12.
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Rhiannon L. Thomas, Marko Nardini & Denis Mareschal. (2017) The impact of semantically congruent and incongruent visual information on auditory object recognition across development. Journal of Experimental Child Psychology 162, pages 72-88.
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Nora W Schlesinger & Shelley Gray. (2017) The impact of multisensory instruction on learning letter names and sounds, word reading, and spelling. Annals of Dyslexia 67:3, pages 219-258.
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Jenni Heikkilä & Kaisa Tiippana. (2015) School-aged children can benefit from audiovisual semantic congruency during memory encoding. Experimental Brain Research 234:5, pages 1199-1207.
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Tadeusz Mikolajczyk, Flaviu Moldovan, Ileana Ciobanu, Agata Chalupczak & Andreea Georgiana Marin. (2016) Brain Research Using Computer Test. Procedia Technology 22, pages 1113-1120.
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Veronika Vilgis, Timothy J. Silk & Alasdair Vance. (2015) Executive function and attention in children and adolescents with depressive disorders: a systematic review. European Child & Adolescent Psychiatry 24:4, pages 365-384.
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