DOCSLIB.ORG

The Role of Attention and Response Based Learning in The

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Role of Attention and Response Based Learning in The THE ROLE OF ATTENTION AND RESPONSE BASED LEARNING IN THE VISUOSPATIAL HEBB SUPRA-SPAN SEQUENCE LEARNING TASK: INVESTIGATING AGE-RELATED LEARNING DEFICITS MELISSA BRASGOLD Thesis submitted to the Faculty of Graduate and Postdoctoral Studies In partial fulfillment of the requirements For the PhD degree in Psychology DEPARTMENT OF PSYCHOLOGY FACULTY OF SOCIAL SCIENCES UNIVERSITY OF OTTAWA © Melissa Brasgold, Ottawa, Canada, 2012 GENERAL THESIS ABSTRACT Using Hebb’s (1961) paradigm, it has been shown that older adults (OAs) fail to learn recurrent visuospatial supra-span sequence information (Turcotte, Gagnon, & Poirier, 2005); a deficit which has not been demonstrated on verbal versions of the same task or in younger adults (YAs). Since the Hebb paradigm is thought to rely on working memory and thus attention (Conway & Engle, 1996), one interpretation concerns an OA’s capacity to allocate the necessary attentional resources to carry out the various components of the task. Five studies investigated this proposal. The first three (Article 1) examined attention in a general manner by reducing the amount of attentional resources that a YA could devote to carrying out the visuospatial Hebb supra-span sequence learning task through the implementation of a verbal dual task (DT) procedure. The fourth (Article 2) further investigated the role of attention by using a DT induced at retrieval that overlapped extensively with the requirements (spatial and response features) of the visuospatial Hebb task. The final study (Article 3) aimed to use our previous findings to demonstrate learning among OAs in a visuospatial Hebb learning paradigm in which the motor response was replaced by a verbal response. Our findings confirm that attentional resources employed at the retrieval phase of the task appear to be particularly important for the demonstration of visuospatial sequence learning. The inclusion of a spatial and motor based DT at recall eliminated learning of the repeated sequence in YAs. Interestingly, the learning deficit of OAs was partially eliminated when the motor and spatial requirements at retrieval were reduced. Our findings offer strong support to the contention that supra-span learning of the Hebb type is not altered by the effect of age. However, learning deficits can be observed among OAs when the retrieval ii component of the task overly taxes attention-related processes. In the case of the visuospatial sequences, the basis of the deficit likely concerns an individual’s capacity to discriminate between responses made to previously presented sequences versus those that need to be made in reaction to the just seen sequence. iii CO-AUTHORSHIP STATEMENT In all cases, the key ideas, primary contributions, experimental designs, data analysis, interpretations, and the written portion were carried out by the author. Aside from Sylvain Gagnon, the contribution of any co-authors mentioned in this manuscript was primarily through the provision of hands on research assistance, as opposed to data analysis, literature review and manuscript preparation. Sylvain Gagnon provided substantial changes to and in- depth feedback on the manuscript. I am aware of the University of Ottawa’s Policy on Authorship and I certify that I have properly acknowledged the contribution of other researchers to my thesis. I certify that with the above qualification, this thesis, and the research to which it refers, is the product of my own work. iv ACKNOWLEDGEMENT These five studies were implemented in order to partially fulfill the requirements of the Doctorate in Psychology degree at the University of Ottawa. I would like to take this opportunity to extend a very special thank you to my supervisor, Dr. Sylvain Gagnon. He has provided endless support and guidance throughout this experience; graciously donating hundreds of hours of his time to help me not only complete these projects, but ultimately survive graduate school. My appreciation cannot be overstated. I wish to also thank Arne Stinchcombe, a fellow graduate student and lab-mate, as well as Katia Pershin, and Chantel Rodericks, two undergraduate-honors students who gave so much of their time to help me in completing these projects. For that I have recognized them as authors in the following articles. Additionally, a special thanks to Damilola Abitoye, my computer programmer, without whom none of these projects would have ever seen the light of day. He spent countless hours programming these experiments and that will not soon be forgotten. Finally, I wish to extend a very special thank you to my parents, my sisters, to my aunts and uncles, and close friends (you know who you are) who have provided me with genuine support throughout my training. I am finally this much closer to realizing my dream, and without these special people in my life, I would never have gotten to where I have today. They have helped me through many challenges over the last seven years and there are no words to express how grateful I am to have such wonderful people in my life. v DEDICATION To my loving parents who never stop believing in me. vi TABLE OF CONTENTS GENERAL THESIS ABSTRACT ............................................................................... ii CO-AUTHORSHIP STATEMENT ............................................................................. iv ACKNOWLEDGEMENT ............................................................................................. v DEDICATION ............................................................................................................. vi LIST OF FIGURES ...................................................................................................... xi LIST OF TABLES .................................................................................................... xiii LIST OF APPENDICES ............................................................................................ xiv LIST OF ABBREVIATIONS ..................................................................................... xv 1. CHAPTER ONE ..................................................................................................... 1 1.1. General Introduction ........................................................................................ 1 1.1.1. Aging and Sequence Learning .................................................................... 1 1.1.2. Deficits in Sequence Learning and the Role of Familiarity ........................ 6 1.1.3. Working Memory and the Role of Awareness in Sequence Learning ........ 9 1.1.4. Similarity, Task Difficulty, Awareness and Sequence Learning .............. 12 1.1.5. The Implicit/Explicit Debate: Implicating Awareness .............................. 15 1.1.6. Limitations in Working Memory .............................................................. 21 1.1.7. Working Memory and the Role of Attention and Inhibition ..................... 23 1.1.8. Age-Related Deficits in Attentional Control ............................................. 28 1.1.9. Why Only a Deficit on Visuospatial? ........................................................ 32 1.1.10. Attention, the Hebb paradigm, and the Present Research Endeavor ....... 34 2. CHAPTER TWO: ARTICLE 1- Cognitive aging, attention and sequence learning: A look at the visuospatial Hebb supra-span sequence learning task….37 vii Abstract ................................................................................................................... 38 Introduction ............................................................................................................. 39 Experiment 1 ........................................................................................................ 43 Method...………………………………………………………………………55 Participants ...................................................................................................... 44 Materials .......................................................................................................... 44 Procedure ......................................................................................................... 47 Scoring……………… ..................................................................................... 99 Results & Discussion ......................................................................................... 50 Span Assessment Task .................................................................................... 50 Visuospatial Hebb Supra-Span Sequence Learning Task ............................... 50 Experiment 2 ........................................................................................................ 54 Method ... ………………………………………………………………………55 Participants ...................................................................................................... 55 Materials, Procedure, Scoring ......................................................................... 55 Results & Discussion ......................................................................................... 56 Span Assessment Task .................................................................................... 56 Visuospatial Hebb Supra-Span Sequence Learning Task ............................... 56 Experiment 3……………. ................................................................................... 60 Method...………………………………………………………………………61 Participants ...................................................................................................... 61 Materials, Procedure, Scoring ........................................................................
Load more

Recommended publications
  • Compare and Contrast Two Models Or Theories of One Cognitive Process with Reference to Research Studies
    ! The following sample is for the learning objective: Compare and contrast two models or theories of one cognitive process with reference to research studies. What is the question asking for? * A clear outline of two models of one cognitive process. The cognitive process may be memory, perception, decision-making, language or thinking. * Research is used to support the models as described. The research does not need to be outlined in a lot of detail, but underatanding of the role of research in supporting the models should be apparent.. * Both similarities and differences of the two models should be clearly outlined. Sample response The theory of memory is studied scientifically and several models have been developed to help The cognitive process describe and potentially explain how memory works. Two models that attempt to describe how (memory) and two models are memory works are the Multi-Store Model of Memory, developed by Atkinson & Shiffrin (1968), clearly identified. and the Working Memory Model of Memory, developed by Baddeley & Hitch (1974). The Multi-store model model explains that all memory is taken in through our senses; this is called sensory input. This information is enters our sensory memory, where if it is attended to, it will pass to short-term memory. If not attention is paid to it, it is displaced. Short-term memory Research. is limited in duration and capacity. According to Miller, STM can hold only 7 plus or minus 2 pieces of information. Short-term memory memory lasts for six to twelve seconds. When information in the short-term memory is rehearsed, it enters the long-term memory store in a process called “encoding.” When we recall information, it is retrieved from LTM and moved A satisfactory description of back into STM.
    [Show full text]
  • Brain Disorders and Therapy the Composition of Visual Memory and the Impact of Emotions: the Color of Memory
    Brain Disorders and Therapy Extended Abstract The composition of visual memory and the impact of emotions: the color of memory Nydia J Gutierrez ABSTRACT between DE and VR are disparate. It is important to remember that in many visual memory tasks the guess factor in DE is Art therapy creates an implicit memory that helps to reduce smaller than that observed (e.g., 50 percent guess rate for Faces stress and anticipates emotional cognitive changes and in WMS – III). behavior. It creates a regular function between peripheral nervous system, autonomic nervous system, and the somatic nervous system. This model is represented as a neural Long-term memory is a central component of human learning algorithm that defines brain functions and models. The that allows for a range of abilities and behaviors that are also model represents a brain relation, behavior, and correlation to essential to survival. While this core competency for human thought and the human mind. In the peripheral procedural and declarative memory has been widely nervous system we find dividend between the autonomic established, it remains uncertain if specific mechanisms nervous system and the somatic nervous system. subserve basic sensory or perceptual processes. Here we use a visual learning model to demonstrate how people are prepared The model design and created in this research presents daily to look for Different visual features in the environment functioning cognitive variables that serve as a unity to reduce contribute to consistent performance changes over consecutive stress and negative emotional experiences. There is an days but, oddly, the subsequent ability to learn similar visual increase of variation and stimulation that carries effects and features is removed.
    [Show full text]
  • The Shape of the ACC Contributes to Cognitive Control Efficiency in Preschoolers
    The Shape of the ACC Contributes to Cognitive Control Efficiency in Preschoolers Arnaud Cachia1,2*, Grégoire Borst1,2*, Julie Vidal1,2, Clara Fischer3, Arlette Pineau4, Jean-François Mangin3, and Olivier Houdé1,2,5 Downloaded from http://mitprc.silverchair.com/jocn/article-pdf/26/1/96/1780446/jocn_a_00459.pdf by MIT Libraries user on 17 May 2021 Abstract ■ Cognitive success at school and later in life is supported by lower Stroop interference scores for both RTs and error rates, executive functions including cognitive control (CC). The pFC in children with asymmetrical ACC sulcal pattern (i.e., different plays a major role in CC, particularly the dorsal part of ACC or pattern in each hemisphere) compared with children with sym- midcingulate cortex. Genes, environment (including school cur- metrical pattern (i.e., same pattern in both hemispheres). Criti- ricula), and neuroplasticity affect CC. However, no study to date cally, ACC sulcal pattern had no effect on performance in the has investigated whether ACC sulcal pattern, a stable brain feature forward and backward digit span tasks suggesting that ACC sulcal primarily determined in utero, influences CC efficiency in the pattern contributes to the executive ability to resolve conflicts early stages of cognitive and neural development. Using anatom- but not to the ability to maintain and manipulate information in ical MRI and three-dimensional reconstruction of cortical folds, working memory. This finding provides the first evidence that we investigated the effect that ACC sulcal pattern may have on preschoolersʼ CC efficiency is likely associated with ACC sulcal the Stroop score, a classical behavioral index of CC efficiency, in pattern, thereby suggesting that the brain shape could result in 5-year-old preschoolers.
    [Show full text]
  • Internal Attention to Features in Visual Short-Term Memory Guides Object Learning ⇑ ⇑ Judith E
    Cognition 129 (2013) 292–308 Contents lists available at ScienceDirect Cognition journal homepage: www.elsevier.com/locate/COGNIT Internal attention to features in visual short-term memory guides object learning ⇑ ⇑ Judith E. Fan , Nicholas B. Turk-Browne Green Hall, Department of Psychology, Princeton University, Princeton, NJ 08540, United States article info abstract Article history: Attending to objects in the world affects how we perceive and remember them. What are Received 11 October 2012 the consequences of attending to an object in mind? In particular, how does reporting the Revised 1 April 2013 features of a recently seen object guide visual learning? In three experiments, observers Accepted 20 June 2013 were presented with abstract shapes in a particular color, orientation, and location. After viewing each object, observers were cued to report one feature from visual short-term memory (VSTM). In a subsequent test, observers were cued to report features of the same Keywords: objects from visual long-term memory (VLTM). We tested whether reporting a feature Features and objects from VSTM: (1) enhances VLTM for just that feature (practice-benefit hypothesis), (2) Memory encoding Memory retrieval enhances VLTM for all features (object-based hypothesis), or (3) simultaneously enhances Selective attention VLTM for that feature and suppresses VLTM for unreported features (feature-competition Visual short-term memory hypothesis). The results provided support for the feature-competition hypothesis, whereby Visual working memory the representation of an object in VLTM was biased towards features reported from VSTM and away from unreported features (Experiment 1). This bias could not be explained by the amount of sensory exposure or response learning (Experiment 2) and was amplified by the reporting of multiple features (Experiment 3).
    [Show full text]
  • Scaling up Visual Attention and Visual Working Memory to the Real World
    CHAPTER TWO Scaling up visual attention and visual working memory to the real world Timothy F. Brady*, Viola S. Stormer,€ Anna Shafer-Skelton, Jamal R. Williams, Angus F. Chapman, Hayden M. Schill Department of Psychology, University of California, San Diego, La Jolla, CA, United States *Corresponding author: e-mail address: [email protected] Contents 1. Introduction 30 2. Visual attention 31 2.1 Introduction 31 2.2 From simple features to multi-feature objects: Principles of attentional selection 32 2.3 Attentional selection at the level of real-world objects and semantic categories 35 2.4 Attention to, and processing of, “ensembles” and groups of objects 39 2.5 Cross-modal influences on perception and attention: Real-world objects make sounds 42 2.6 Visual attention conclusion 46 3. Visual working memory 47 3.1 Introduction 47 3.2 Visual working memory stores not just individual items, but ensemble information 48 3.3 The world has more than objects: Scenes and surfaces in visual memory 52 3.4 We have knowledge about the objects we wish to remember: Learning and knowledge in visual working memory 54 3.5 Expertise and visual working memory 58 4. Conclusion 59 References 60 Abstract Both visual attention and visual working memory tend to be studied either with very simple stimuli and low-level paradigms, which are designed to allow us to understand the representations and processes in detail, or with fully realistic stimuli that make such precise understanding difficult but are more representative of the real world. In this chapter we argue for an intermediate approach in which visual attention and visual # Psychology of Learning and Motivation, Volume 70 2019 Elsevier Inc.
    [Show full text]
  • Auditory and Visual Memory Skills in Normal Children
    University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1977 Auditory and visual memory skills in normal children Joanne Mae Moulton The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Moulton, Joanne Mae, "Auditory and visual memory skills in normal children" (1977). Graduate Student Theses, Dissertations, & Professional Papers. 4956. https://scholarworks.umt.edu/etd/4956 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. AUDITORY AND VISUAL MEMORY SKILLS IN NORMAL CHILDREN By Joanne M. Moulton B.A., University of Montana, 1973 Presented in partial fulfillment of the requirements for the degree of Master of Arts UNIVERSITY OF MONTANA 1977 Approved by: an, Graduate Schoo. UMI Number: EP40420 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the uniikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Oisssrtatteft PsiMisMng UMI EP40420 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC.
    [Show full text]
  • Metaphors of Memory a HISTORY of IDEAS ABOUT the MIND
    Metaphors of Memory A HISTORY OF IDEAS ABOUT THE MIND DOUWE DRAAISMA Translated by Paul Vincent published by the press syndicate of the university of cambridge The Pitt Building, Trumpington Street, Cambridge cb2 1rp, United Kingdom cambridge university press The Edinburgh Building, Cambridge, cb2 2ru, United Kingdom www.cup.cam.ac.uk 40 West 20th Street, New York, ny 10011–4211, USA www.cup.org 10 Stamford Road, Oakleigh, Melbourne 3166, Australia Ruiz de Alarcón 13, 28014 Madrid, Spain Originally published in Dutch as De Metaforenmachine – een geschiedenis van het geheugen by Historische Uitgeverij 1995 and © Douwe Draaisma 1995, 2000 First published in English by Cambridge University Press 2000 as Metaphors of Memory: A History of Ideas About the Mind English translation © Cambridge University Press 2000 Printed in Great Britain at the University Press, Cambridge This translation was supported by a grant from the Netherlands Organization for Scientific Research Typeface Swift 10/13 pt. System QuarkXPress™ [se] A catalogue record for this book is available from the British Library Library of Congress cataloguing in publication data Draaisma, D. [Metaforenmachine een geschiedenis van het geheugen. English] Metaphors of memory: a history of ideas about the mind / Douwe Draaisma. p. cm. Includes bibliographical references and indexes. isbn 0 521 65024 0 1. Memory – History. I. Title. bf371.d6813 2000 153.1Ј2–dc21 99-088502 isbn 0 521 65024 0 hardback Contents List of illustrations page x Acknowledgements xiv Introduction 1 1 The Mystic Writing-Pad
    [Show full text]
  • The Cognitive Neuroscience of Human Memory Since H.M
    NE34CH12-Squire ARI 13 May 2011 12:29 The Cognitive Neuroscience of Human Memory Since H.M. Larry R. Squire1,2,3,4 and John T. Wixted4 1Veterans Affairs Healthcare System, San Diego, California 92161 2Department of Psychiatry, 3Department of Neurosciences, and 4Department of Psychology, University of California, San Diego, La Jolla, California 92093; email: [email protected], [email protected] Annu. Rev. Neurosci. 2011. 34:259–88 Keywords First published online as a Review in Advance on medial temporal lobe, hippocampus, neocortex, anterograde amnesia, March 29, 2011 retrograde amnesia by University of California - San Diego on 09/02/11. For personal use only. The Annual Review of Neuroscience is online at neuro.annualreviews.org Annu. Rev. Neurosci. 2011.34:259-288. Downloaded from www.annualreviews.org Abstract This article’s doi: Work with patient H.M., beginning in the 1950s, established key prin- 10.1146/annurev-neuro-061010-113720 ciples about the organization of memory that inspired decades of experi- Copyright c 2011 by Annual Reviews. mental work. Since H.M., the study of human memory and its disorders All rights reserved has continued to yield new insights and to improve understanding of 0147-006X/11/0721-0259$20.00 the structure and organization of memory. Here we review this work with emphasis on the neuroanatomy of medial temporal lobe and dien- cephalic structures important for memory, multiple memory systems, visual perception, immediate memory, memory consolidation, the locus of long-term memory storage, the concepts of recollection and famil- iarity, and the question of how different medial temporal lobe structures may contribute differently to memory functions.
    [Show full text]
  • The Effect of Irrelevant Visual Experience on Visual Memory By
    The effect of irrelevant visual experience on visual memory By Shreya Indulkar Submitted to the graduate degree program in Pharmacology and Toxicology and the Graduate Faculty of the University of Kansas in partial fulfillment of the requirements for the degree of Master of Science. Jaichandar Subramanian, PhD Adam Smith, PhD Shirley ShiDu Yan, PhD Date Defended: June 6, 2019 The dissertation committee for Shreya Indulkar Certifies that this is the approved version of the following dissertation: The effect of irrelevant visual experience on visual memory Jaichandar Subramanian, PhD Date Approved: June 6, 2019 ii Abstract Consolidation of memories for long term storage involves increases in excitatory synaptic strength and connectivity between neurons encoding a novel experience. The increase in neuronal excitability caused by memory consolidation could augment excitability induced by the experience of related stimuli irrelevant to the memory. Therefore, the additional neuronal excitability caused by memory consolidation could perturb neuronal activity homeostasis towards higher neuronal activation levels. Under conditions of neuronal hyperactivity, such as in Alzheimer’s disease, an increase in excitation induced by memory consolidation would further destabilize homeostasis. We hypothesize that memory deficiency, which would result in reduced neuronal excitability, is an adaptation to maintain neuronal activity homeostasis. To test this hypothesis and to identify whether experience-evoked activity contributes to memory impairments, we used a visual recognition memory (VRM) paradigm that involves synaptic plasticity in the primary visual cortex. In this paradigm, mice are repeatedly presented with a visual grating of a specific orientation and the recognition memory is assessed as a decrease in the exploration of the same stimulus over time.
    [Show full text]
  • Constructing Visual Representations of Natural Scenes: the Roles of Short- and Long-Term Visual Memory
    Journal of Experimental Psychology: Copyright 2004 by the American Psychological Association Human Perception and Performance 0096-1523/04/$12.00 DOI: 10.1037/0096-1523.30.3.519 2004, Vol. 30, No. 3, 519–537 Constructing Visual Representations of Natural Scenes: The Roles of Short- and Long-Term Visual Memory Andrew Hollingworth University of Iowa A “follow-the-dot” method was used to investigate the visual memory systems supporting accumulation of object information in natural scenes. Participants fixated a series of objects in each scene, following a dot cue from object to object. Memory for the visual form of a target object was then tested. Object memory was consistently superior for the two most recently fixated objects, a recency advantage indicating a visual short-term memory component to scene representation. In addition, objects examined earlier were remembered at rates well above chance, with no evidence of further forgetting when 10 objects intervened between target examination and test and only modest forgetting with 402 intervening objects. This robust prerecency performance indicates a visual long-term memory component to scene representation. A fundamental question in cognitive science is how people ble persistence and informational persistence constitute a precise, represent the highly complex environments they typically inhabit. high-capacity, point-by-point, low-level sensory trace that decays Consider an office scene. Depending on the tidiness of the inhab- very quickly and is susceptible to masking (Averbach & Coriell, itant, an office likely contains at least 50 visible objects, often 1961; Coltheart, 1980; Di Lollo, 1980; Irwin & Yeomans, 1986). many more (over 200 in my office).
    [Show full text]
  • Building the Brain's "Air Traffic Control" System
    Building the Brain’s “Air Traffic Control” System: How Early Experiences Shape the Development of Executive Function WORKING PAPER 11 NATIONAL FORUM ON EARLY CHILDHOOD POLICY AND PROGRAMS Jack P. Shonkoff, M.D., Co-Chair Hirokazu Yoshikawa, Ph.D. Julius B. Richmond FAMRI Professor of Child Health and Professor of Education, Harvard Graduate School of Education Development, Harvard School of Public Health and Harvard FUNDING Graduate School of Education; Professor of Pediatrics, Harvard CONTRIBUTING MEMBERS Medical School and Children’s Hospital Boston; Director, Center SUPPORT FOR on the Developing Child at Harvard University Susan Nall Bales THE FORUM President, FrameWorks Institute AND COUNCIL Greg J. Duncan, Ph.D., Co-Chair Distinguished Professor, Department of Education, University of Jeanne Brooks-Gunn, Ph.D. California, Irvine Birth to Five Policy Alliance Virginia and Leonard Marx Professor of Child Development and Education,Teachers College and the College of Physicians and Philip A. Fisher, Ph.D., Science Director Surgeons; Co-Director, National Center for Children and Families; Buffett Early Childhood Fund Professor of Psychology and Director, Stress Neurobiology and Co-Director, Institute for Child and Family Policy, Columbia Prevention Research Laboratory, University of Oregon; Senior University Casey Family Programs Scientist, Oregon Social Learning Center Bernard Guyer, M.D., M.P.H. Katherine Magnuson, Ph.D. Zanvyl Kreiger Professor of Children’s Health, Emeritus, Johns Palix Foundation Associate Professor, School of Social
    [Show full text]
  • Verbal Mediation of Visual Memory on the Continuous Visual Memory Test
    University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1999 Verbal mediation of visual memory on the Continuous Visual Memory Test Sean P. Whalen The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Whalen, Sean P., "Verbal mediation of visual memory on the Continuous Visual Memory Test" (1999). Graduate Student Theses, Dissertations, & Professional Papers. 5782. https://scholarworks.umt.edu/etd/5782 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. Maureen and Mike MANSFIELD LIBRARY The University ofIVIONTANA Permission is granted by the author to reproduce this material in its entirety, provided that this material is used for scholarly purposes and is properly cited in published works and reports. ** Please check "Yes" or "No" and provide signature ** Yes, I grant permission No, I do not grant permission Author's Signature D ate 7 *7_______________________ Any copying for commercial purposes or financial gain may be undertaken only with the author's explicit consent. Verbal Mediation of the CVMT Verbal Mediation of Visual Memory on the Continuous Visual Memory Test By Sean P. Whalen B. S., Psychology, Pacific Lutheran University Presented as partial fulfillment of the requirements for the Degree of Master of Arts University of Montana 1999 Approved by Committee Chair Dean of the Graduate School Date UMI Number: EP41249 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted.
    [Show full text]