Implicit and explicit memory in individuals with Down syndrome
| dc.contributor.advisor | Nadel, Lynn | en_US |
| dc.contributor.author | Newman, Mary Catherine | |
| dc.creator | Newman, Mary Catherine, 1949- | en_US |
| dc.date.accessioned | 2013-04-03T13:15:05Z | |
| dc.date.available | 2013-04-03T13:15:05Z | |
| dc.date.issued | 1992 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10150/278164 | |
| dc.description.abstract | A growing body of literature focuses on comparisons between developmental disabilities of diverse etiologies including Down syndrome (DS). Earlier research emphasized the limitations of this population, and frequently subjects with DS did not compare favorably with control groups. The current investigation examined the implicit and explicit memory skills of individuals with Down syndrome, other developmental disabilities, and MA-matched nonhandicapped children while controlling for confounding variables. In contrast to many previous studies, it was determined that under controlled conditions, free recall and recognition memory of children with DS are equivalent to that of NDS and NH groups. And performance on a pursuit rotor task was also comparable between groups. However, priming of subjects with DS was inferior to controls, a deficit similar to that previously identified in patients with Alzheimer's disease. In addition, the DS group was mildly impaired in both word fluency and attention. | |
| dc.language.iso | en_US | en_US |
| dc.publisher | The University of Arizona. | en_US |
| dc.rights | Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. | en_US |
| dc.subject | Education, Special. | en_US |
| dc.subject | Psychology, Developmental. | en_US |
| dc.subject | Psychology, Physiological. | en_US |
| dc.title | Implicit and explicit memory in individuals with Down syndrome | en_US |
| dc.type | text | en_US |
| dc.type | Thesis-Reproduction (electronic) | en_US |
| thesis.degree.grantor | University of Arizona | en_US |
| thesis.degree.level | masters | en_US |
| dc.identifier.proquest | 1349136 | en_US |
| thesis.degree.discipline | Graduate College | en_US |
| thesis.degree.name | M.A. | en_US |
| dc.identifier.bibrecord | .b27638236 | en_US |
| refterms.dateFOA | 2018-06-26T12:53:24Z | |
| html.description.abstract | A growing body of literature focuses on comparisons between developmental disabilities of diverse etiologies including Down syndrome (DS). Earlier research emphasized the limitations of this population, and frequently subjects with DS did not compare favorably with control groups. The current investigation examined the implicit and explicit memory skills of individuals with Down syndrome, other developmental disabilities, and MA-matched nonhandicapped children while controlling for confounding variables. In contrast to many previous studies, it was determined that under controlled conditions, free recall and recognition memory of children with DS are equivalent to that of NDS and NH groups. And performance on a pursuit rotor task was also comparable between groups. However, priming of subjects with DS was inferior to controls, a deficit similar to that previously identified in patients with Alzheimer's disease. In addition, the DS group was mildly impaired in both word fluency and attention. |
