Implicit and explicit recognition memory function: A developmental study of normal, reading disabled and ADHD children and adults.
Item
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Title
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Implicit and explicit recognition memory function: A developmental study of normal, reading disabled and ADHD children and adults.
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Identifier
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AAI9605632
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identifier
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9605632
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Creator
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McKay, Kathleen E.
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Contributor
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Adviser: Jeffrey M. Halperin
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Date
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1995
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Language
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English
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Publisher
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City University of New York.
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Subject
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Psychology, Developmental | Psychology, Experimental
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Abstract
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The current dissertation is comprised of two studies. The first Experiment was intended to investigate developmental differences in implicit and explicit memory function across a major portion of the life-span. A total of 108 subjects ranging in age from 7 to 45 years were evaluated using standard measures of cognitive and academic functioning, as well as laboratory measures of implicit and explicit memory function. Implicit memory performance was assessed using two tasks: one perceptually-driven (cued word-stem completion) and one conceptually-driven (category fluency). Explicit memory performance was assessed using a conceptually-driven recognition test. It was predicted that performance on the conceptually-driven tasks would be vulnerable to age and levels-of-processing effects whereas performance on the perceptually-driven measure would not. Consistent with this prediction performance on both conceptually-driven measures (implicit and explicit) was found to be affected similarly by manipulations in levels of processing, whereas performance on the perceptually-driven measure was not. While significant age effects were obtained on both conceptually-driven measures, on the implicit measure, this effect was random. These results suggest that the vulnerability of performance on conceptually-driven implicit measures to differences in age may result from something other than developmental differences. The results are discussed within the context of processing theories of memory function.;Experiment 2 was designed to investigate potential group differences in implicit and explicit memory function in a sample of reading disabled individuals, normal controls as well as individuals with attention-deficit hyperactivity disorder. Results revealed that groups did not differ in their performance on the explicit measure. However, significant group differences were obtained in performance on the perceptually-driven implicit measure. These results are discussed in terms of their relevance to processing theories of implicit memory function.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
