Effects of learning instructions and spatial location of words on implicit and explicit memory in individuals with a history of mild traumatic head injury and normal controls.
Item
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Title
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Effects of learning instructions and spatial location of words on implicit and explicit memory in individuals with a history of mild traumatic head injury and normal controls.
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Identifier
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AAI9707081
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identifier
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9707081
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Creator
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Collymore, Simone Francesca Marguerite.
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Contributor
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Adviser: Wilma A. Winnick
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Date
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1996
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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, Clinical | Biology, Neuroscience | Psychology, Cognitive
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Abstract
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In two experiments, two groups of persons with mild traumatic head injury (rehabilitation outpatients and college students) were compared with normal controls on explicit and implicit memory for intentionally and incidentally studied words shown in different lateral positions, and at near and far locations in word pairs. In Experiment 1, students with mild traumatic head injury (mTHI) recognized significantly fewer incidentally learned words than students without mTHI. In Experiment 2, the outpatient group with mTHI performed more poorly than either the student group with mTHI or normals on intentional learning aspects of both memory tasks. However, students with mTHI performed completed fewer intentionally learned words from the far format than normals. Group differences in memory were most apparent under intentional learning conditions, particularly recognition of intentionally learned words from closely spaced pairs (close format), a potentially distracting context, and stem completion of words from widely spaced pairs (far format), an integratively difficult context.;Scores from standardized measures of processing speed-attention, verbal IQ (VIQ), postconcussive symptoms (PCS) and depression indicated that despite relatively normal VIQ, the outpatient group with mTHI was slower, more distractible and reported more numerous and more severe PCS, including depression, than did the student group with good functional outcome post-mTHI and normals. Lower intentional learning scores on both memory tasks, particularly completion, were associated with reduced processing speeds, distractibility and more numerous and severe PCS. Performance on standardized tests was similar in groups of normals and students with mTHI, with the exception of complaints of PCS experience and severity.;These results support views that residual effects of mTHI emerge under conditions that strain information processing capacity, that impaired groups, such as outpatients are at particular risk for such relapsing effects, but that even minimally symptomatic individuals with mTHI are not immune to these effects.
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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.
