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Record identifier : 569913
Personal Name - Primary Intelectual Responsibility : Anastasio, Emily R.
Title and statement of responsibility : Neuropsychological patterns of memory deficit in a clinic population of adults with and without Learning Disabilities [Thesis]
Publication, Distribution,Etc. : Fairleigh Dickinson University, 2009
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D.
Body granting the degree : , Fairleigh Dickinson University
Summary or Abstract : This study examined patterns of memory function related to Learning Disabilities (LD) in an outpatient sample of adults seeking neuropsychological testing. This study contributes to empirical knowledge by looking at memory deficits and their relationship to specific types of LD, and expands on the existing literature by examining an adult population utilizing well-known, commonly used neuropsychological instruments. It was hypothesized that participants who met criteria for an LD diagnosis of any type would have lower verbal, nonverbal, and working memory scores. It was also hypothesized that those with an LD of reading/written expression would have significantly lower verbal memory scores compared to their nonverbal memory scores. Those with an LD of mathematics were predicted to display the opposite score pattern (nonverbal < verbal memory). Working memory performance was expected to be relatively the same across LD types. A final hypothesis posited that the sub-group of participants who met criteria for an LD of any type and for a co-morbid DSM-IV psychiatric disorder would have the lowest memory scores across constructs. A comprehensive neuropsychological battery was administered to 103 adults who presented at a community clinic for testing. Analyses consisted of various ANOVAs and paired samples T-tests. Results indicated lower memory scores for participants who met LD criteria compared to those who did not. The general pattern of memory scores predicted for those with LD of reading/written expression and those with LD of mathematics was found, however significant group differences were not. Those with LD did not show differences in working memory based on LD type, as predicted. Analyses revealed an overall significant model for the third hypothesis involving co-morbid psychiatric disorder; however no significant individual group differences were found. The findings of this study support past literature that posits working memory as a critical component of learning disabilities in general. There may also be specific score patterns that clinicians can look for when making the differential diagnosis of LD in an adult. Furthermore, the combination of LD and psychiatric disorder may further suppress an individual's cognitive functions, particularly memory, exacerbating the effects of an LD and warranting targeted intervention..
Topical Name Used as Subject : Clinical psychology
Information of biblio record : TL
 
 
 
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