Children’s learning and memory of an interactive science lesson: Does the context matter?

Kana Imuta, Damian Scarf, Sally Carson, Harlene Hayne

Open source

DOI: 10.1037/dev0000487
Published: 2018-06
Container: Developmental Psychology
Publisher: American Psychological Association (APA)
Open access: unknown

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Cite this work

BibTeX

@article{allodium:10.1037/dev0000487,
  title = {Children’s learning and memory of an interactive science lesson: Does the context matter?},
  author = {Kana Imuta and Damian Scarf and Sally Carson and Harlene Hayne},
  year = {2018},
  journal = {Developmental Psychology},
  doi = {10.1037/dev0000487},
  url = {https://doi.org/10.1037/dev0000487}
}

RIS

TY  - JOUR
TI  - Children’s learning and memory of an interactive science lesson: Does the context matter?
AU  - Kana Imuta
AU  - Damian Scarf
AU  - Sally Carson
AU  - Harlene Hayne
PY  - 2018
JO  - Developmental Psychology
DO  - 10.1037/dev0000487
UR  - https://doi.org/10.1037/dev0000487
ER  -

APA

Imuta, K., Scarf, D., Carson, S., & Hayne, H. (2018). Children’s learning and memory of an interactive science lesson: Does the context matter?. Developmental Psychology. https://doi.org/10.1037/dev0000487

Source records

crossref · retrieved 2026-09-25T03:36:32.530Z