Log in

Relevant bibliographies by topics / Memory in children / Dissertations / Theses

To see the other types of publications on this topic, follow the link: Memory in children.

Dissertations / Theses on the topic 'Memory in children'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 dissertations / theses for your research on the topic 'Memory in children.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

Eastwood, Adrienne E. "Memory or attention?, understanding working memory in children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ65235.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

MacDonald, Mary Ann. "Memory and metamemory in hyperactive children." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/30999.

Full text

Abstract:

Memory and metamemory were examined in 30 hyperactive and 30 nonhyperactive children matched on age, grade, and IQ (as measured by the Vocabulary and the Block Design subtests of the WISC-R), within the context of a broad range of tasks. The five tasks investigated in this study were: (a) a prospective memory task, (b) a feeling-of-knowing task, a visual retention task, (c) a word generation task, (d) and (e) an object span and recall task. Previous research has demonstrated considerable variability in the performance of hyperactive children on memory tasks. They have been shown to perform as

APA, Harvard, Vancouver, ISO, and other styles

3

Forrest, Tammy J. "Memory errors in elementary school children." Diss., Full text available online (restricted access), 2002. http://images.lib.monash.edu.au/ts/theses/Forrest.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Henry, Lucy A. "The development of memory in children." Thesis, University of Oxford, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.253175.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

McCormack, Teresa. "The development of contextual memory in children." Thesis, University of Cambridge, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326665.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Ashbrook, Richard McBride. "Memory organization in attention deficit disorder children." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1371733849.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Gascoigne, Michael. "Long-term memory in children with epilepsy." Thesis, The University of Sydney, 2013. http://hdl.handle.net/2123/10216.

Full text

Abstract:

Memory difficulties represent a common complaint in patients with epilepsy. These difficulties may refer to (i) a faster rate of forgetting of newly-learned materials over long delays relative to short delays (accelerated long-term forgetting; ALF) or (ii) autobiographical memory (ABM) difficulties, including deficits in recall of episodic (re-experiencing of personal events) and semantic (factual information) components. To date, ALF and ABM studies have largely focussed on adults. This thesis assesses ALF and ABM in children with temporal lobe epilepsy (TLE) and in those with idiopathic gene

APA, Harvard, Vancouver, ISO, and other styles

8

Howard, Megan. "Understanding Autobiographical Memory of Children Through Self-Report." Honors in the Major Thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1226.

Full text

Abstract:

This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Arts and Sciences<br>Psychology

APA, Harvard, Vancouver, ISO, and other styles

9

Buller, Terri. "Implicit and explicit memory in preschoolers." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29349.

Full text

Abstract:

Explicit memory refers to conscious or deliberate recollection of recent events and experiences, whereas implicit memory is revealed when the same events and experiences affect performance in the absence of conscious recollection. It is well known that implicit and explicit memory develop differently across the life span: Explicit memory is acquired in early childhood, remains stable across adulthood, and then decreases in later life, whereas implicit memory develops earlier in childhood and remains intact well into late adulthood (for review see Graf, 1990). To explain this pattern of results

APA, Harvard, Vancouver, ISO, and other styles

10

Tillman, Carin. "Working Memory and Higher-Order Cognition in Children." Doctoral thesis, Uppsala University, Department of Psychology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-9271.

Full text

Abstract:

<p>Higher-order cognitive functions, such as executive function (EF) and intelligence, are crucial to the everyday functioning of human beings. Gaining knowledge about these functions is important for our general understanding of human nature as well as for our ability to help those who may not develop these processes optimally. The present thesis focused particularly on the EF component working memory (WM), described as the ability to maintain informa-tion in consciousness during short time periods with the purpose of using that information in complex cognition. The major aims of the thesis w

APA, Harvard, Vancouver, ISO, and other styles

11

Boyko, Kelly A. "The structure of associative memory in creative children." Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/9952.

Full text

Abstract:

Theorists operating in the associationist tradition have consistently maintained that creative thinking involves the ability to generate remote associations. It has been inferred that this ability requires a particular kind of associative memory structure, one which is characterized by many between-configuration links and many weak within-configuration links. However, there has been a paucity of studies examining the associative memory structures of creative individuals. Still, considerable effort has been devoted in the developmental literature to delineating various types of organizational s

APA, Harvard, Vancouver, ISO, and other styles

12

Mason, Debbie L. "Nonverbal communication and memory in language-impaired children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22864.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Wilhelm, Ines [Verfasser]. "Sleep-dependent memory consolidation in children / Ines Wilhelm." Lübeck : Zentrale Hochschulbibliothek Lübeck, 2012. http://d-nb.info/1020114770/34.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Bablekou, Zoe. "Memory processes in children with specific language difficulties." Thesis, University of Leeds, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252961.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Sterne, Abram. "Phonological awareness, memory, and reading in deaf children." Thesis, University of Cambridge, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284957.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

DIAS, LUCIANA BROOKING TERESA. "MEMORY IN SCHOOL-AGED CHILDREN: A NEUROPSYCHOLOGICAL PERSPECTIVE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2011. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=34732@1.

Full text

Abstract:

COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO<br>A memória se apresenta em sistemas distintos e interligados. Ela permite a constituição do sujeito e sua interação com o meio em que vive. Durante o desenvolvimento, mudanças biológicas e comportamentais vão ocorrendo, algumas vezes de forma rápida e outras, lentamente, respeitando a maturação neuronal, a interação social e a cultura em que vive. Nesse contexto, a emoção tem um papel modulador das funções cognitivas, fortalecendo ou enfraquecendo o armazenamento de uma inf

APA, Harvard, Vancouver, ISO, and other styles

17

Heffernan, Thomas M. "The measurement of working memory capacity in children." Thesis, University of Manchester, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.680200.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

McCormack, Sarah (Sarah Smith). "Memory Functions among Children Irradiated for Brain Tumor." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278041/.

Full text

Abstract:

Children who have received radiation therapy for the treatment of brain tumors have been shown to experience neurocognitive deficits which appear to increase over time. The purpose of this study was to examine the memory functioning of 22 children irradiated for brain tumor and 22 healthy children of the same age who had not received irradiation. Subjects were administered a brief form of the WISC-III, to obtain an IQ, and the Wide Range Assessment of Memory and Learning (WRAML), to evaluate visual and verbal memory. Results indicated that, although there were no significant differences betwee

APA, Harvard, Vancouver, ISO, and other styles

19

Childress, Debra M. Reznick J. Steven. "Memory in 3-year-old children with autism." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,2257.

Full text

Abstract:

Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2008.<br>Title from electronic title page (viewed Jun. 26, 2009). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Psychology Developmental Psychology." Discipline: Psychology; Department/School: Psychology.

APA, Harvard, Vancouver, ISO, and other styles

20

Magimairaj, Beula M. "Attentional mechanisms in children's complex memory span performance." Ohio : Ohio University, 2010. http://www.ohiolink.edu/etd/view.cgi?ohiou1267650640.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Silverman, Andrew Flint. "Disinhibition, memory, and attention deficit hyperactivity disorder /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3055244.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Thorn, Annabel S. C. "Language specialisation in verbal short-term memory." Thesis, University of Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266906.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Roe, Katherine V. "Working memory and language development in early childhood /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2002. http://wwwlib.umi.com/cr/ucsd/fullcit?p3069224.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Hick, Rachel Fiona. "Language and memory development in children with Down syndrome and children with specific language impairment." Thesis, University of Manchester, 2003. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488023.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Loucks, Jeffery Thomas. "Familiarity and organization of action memory in adults and young children /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2009. http://hdl.handle.net/1794/10231.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Sugrue, Katrina Joan, and n/a. "False memories produced by children and adults in the DRM paradigm." University of Otago. Department of Psychology, 2006. http://adt.otago.ac.nz./public/adt-NZDU20060523.162905.

Full text

Abstract:

The primary objective of the present thesis was to investigate factors that influence the creation of false memories using the Deese-Roediger-McDermott (DRM) paradigm. The experimental research addressed the effect of age, list length, and list content on the magnitude of the DRM illusion with a view to testing assumptions derived from activation-monitoring theory and Fuzzy Trace Theory. In the first experiment, I wanted to determine whether the DRM paradigm is appropriate for use with New Zealand English-speaking adults. In addition, Experiment 1 was designed to assess the effect of prior rec

APA, Harvard, Vancouver, ISO, and other styles

27

Tverin, Tea Marika. "Giving children a chance to be children : care, memory and identity in the countryside." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/18165.

Full text

Abstract:

Care has seldom been linked with memory and the natural environment. Moreover young people have been largely absent from geographical explorations of memory and memories. This research seeks, in part, to fill these gaps by examining young people's memories and memory formation within frameworks of care and the natural environment. More specifically this research provides insights into socially and economically marginalised young people's memory processes as well as the multiple emotional geographies that are created in an affective web of care, other people and the natural environment. This th

APA, Harvard, Vancouver, ISO, and other styles

28

Chan, Yu-pang Simon. "Phonological working memory and sentence comprehension in preschool children." Click to view the E-thesis via HKUTO, 1996. http://sunzi.lib.hku.hk/hkuto/record/B36209259.

Full text

Abstract:

Thesis (B.Sc)--University of Hong Kong, 1996.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 29, 1996." Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

29

Kwok, Yee-tak Esther. "Phonological working memory and speech production in preschool children." Click to view the E-thesis via HKUTO, 1996. http://sunzi.lib.hku.hk/hkuto/record/B36209284.

Full text

Abstract:

Thesis (B.Sc)--University of Hong Kong, 1996.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 29, 1996." Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

30

Stanutz, Sandy. "Pitch discrimination and melodic memory in children with autism." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86728.

Full text

Abstract:

Objective: The current research indicates that those with autism have an excellent memory for pitch. Persons with autism have better pitch discrimination and memory for individual notes. The purpose of this study was extend this research in school aged children, comparing pitch discrimination and melodic memory of children with autism to that of typically developing children.<br>Method: Twenty-five children with autism between the ages of 8-12 and 25 typically developing children within the same age range participated in the study. Children completed pitch discrimination tasks in two differing

APA, Harvard, Vancouver, ISO, and other styles

31

MacSweeney, Mairead Finola. "The development of short-term memory in deaf children." Thesis, University College London (University of London), 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313653.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Adams, Anne-Marie. "Phonological working memory and speech production in young children." Thesis, University of Bristol, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283918.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Alcantara, Helene Deborah-Lynne. "Characteristic Memory Functions in Subtypes of Arithmetic Disabled Children." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277591/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

West, Gillian. "Procedural and declarative memory and language ability in children." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10046062/.

Full text

Abstract:

Impaired procedural learning has been suggested as a possible cause of developmental language disorder and dyslexia (Nicolson & Fawcett, 2007; Ullman & Pierpont, 2005). However, studies investigating this hypothesis have so far delivered inconsistent results. These studies typically use extreme group designs, frequently with small sample sizes and measures of procedural learning with unreported reliability. This thesis first used a meta-analysis to examine the existing evidence for a procedural deficit in language disorders. The experimental studies then took a different approach to previous s

APA, Harvard, Vancouver, ISO, and other styles

35

Ivarsson, Magnus, and Stefan Strohmayer. "Working memory training improves arithmetic skills and verbal working memory capacity in children with ADHD." Thesis, Stockholms universitet, Psykologiska institutionen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-49618.

Full text

Abstract:

Children with ADHD diagnosis often display working memory deficits, as well as reading and mathematical disabilities. Previous studies have demonstrated that computerized working memory training (WMT) is a promising intervention. The present study aimed at exploring the effects of WMT on working memory, scholastic skills and behavioral symptoms in children with ADHD. Thirty-two children, aged 6 to 11, were randomized to WMT or a control condition. WMT consisted of nine tasks taxing working memory with adaptive difficulty level. All children trained in their homes, with their parents acting as

APA, Harvard, Vancouver, ISO, and other styles

36

Robertson, Chuck Lewis. "An examination of processing resource and knowledge structure contributions to memory for younger and older adults across a range of performance levels." Diss., Available online, Georgia Institute of Technology, 2004:, 2004. http://etd.gatech.edu/theses/available/etd-06072004-131344/unrestricted/robertson%5Fchuck%5F200405%5Fphd.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Baxter, James Storrie. "Children as eyewitnesses : a developmental study." Thesis, University of Aberdeen, 1988. http://digitool.abdn.ac.uk/R?func=search-advanced-go&find_code1=WSN&request1=AAIU009390.

Full text

Abstract:

There is evidence that a sizeable proportion of adults distrust children's testimony. An analysis of individual expressions of this distrust suggests that it is based on four main ideas. These are that there are age trends in the reliability of children's testimony such that: firstly, the tendency to confabulate, or recall on the basis of what was probable rather than on what was seen, decreases with age; secondly, the tendency to confuse fact with fantasy decreases with age; thirdly, the tendency uncritically to accept misinformation about a witnessed event after the event decreases with age,

APA, Harvard, Vancouver, ISO, and other styles

38

Guger, Sharon L. "Implicit and explicit memory in children with moderate closed head injuries." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ56232.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Calderón, Janet. "Working memory in Spanish-English bilinguals with language impairment /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2003. http://wwwlib.umi.com/cr/ucsd/fullcit?p3099983.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Turner, Kimberly Ann. "Deliberate Memory in Three-Year-Old Children: Interrelations among Task Approaches, Working Memory, and Inhibitory Control." NCSU, 2008. http://www.lib.ncsu.edu/theses/available/etd-03242008-181800/.

Full text

Abstract:

Preschool children are capable of displaying strategies in memory tasks and demonstrating an early understanding of memorization (e. g., Wellman, 1988; Baker-Ward, Ornstein, & Holden, 1984). Questions remain, however, about the origins of strategic behavior in early childhood. A great deal of recent attention has been devoted to the interrelations among working memory and measures of executive functioning/inhibitory control in elementary-school children (e.g., Schneider, Schumann-Hengsteler, & Sodian, 2005). The goal of this investigation was to extend this work to preschool children in order

APA, Harvard, Vancouver, ISO, and other styles

41

Wilson, Sheryl Lee. "A neuropsychological investigation of the memory skills of learning-disabled children compared to normal children." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184900.

Full text

Abstract:

Memory is a complex cognitive process which has been widely researched within the field of neuropsychology. In clinical studies of adults, the Wechsler Memory Scale (WMS) is widely used. At this time there is no comparable clinical tool within the child literature pertaining to memory. There are studies which have extended the age limits of the WMS, but the youngest sample ranged from 10 to 14 years of age. The present research was conducted in two studies. The first study concerns the development of a memory scale for use with children aged six to twelve. This scale, Wilson's Adapted Memory S

APA, Harvard, Vancouver, ISO, and other styles

42

Duis, Sandra S. "Differential performances on the wide range assessment of memory and learning of children diagnosed with reading disorder, attention- deficit/hyperactivity disorder, and traumatic brain injury." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063200.

Full text

Abstract:

The purpose of this investigation was to compare the performances on the Wide Range Assessment of Memory and Learning (WRAML; Sheslow & Adams, 1990) of children with different developmental and neurological disorders. The primary question was whether the WRAML subtests significantly differentiate among children with Developmental Reading Disorders (RD; n = 44), with Attention-Deficit/Hyperactivity Disorder (ADHD; n = 37), with Traumatic Brain Injury (TBI; n = 30), and without developmental or neurological disabilities (n = 103). Archival data from the TBI Project at James Whitcomb Riley Hospit

APA, Harvard, Vancouver, ISO, and other styles

43

Burch, Richard Kenneth. "THE RELATIONSHIP BETWEEN ENGLISH PROFICIENCY AND DIGIT SPAN PERFORMANCE IN MEXICAN-AMERICAN CHILDREN." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184047.

Full text

Abstract:

The digit span test has long been used in the study and evaluation of memory processes in children. The study of memory processes in bilingual children has received only limited attention. The purpose of the present study was to examine the influences of bilingual interference, English proficiency, and item familiarity on a task of short-term memory. One-hundred nineteen third grade subjects were assigned to one of four groups based on their language background and ethnicity. Subjects were administered the Digit Span subtest from the Wechsler Intelligence Scale for Children-Revised in English

APA, Harvard, Vancouver, ISO, and other styles

44

Balcomb, Frances Katherine. "Does Implicit Metacognition Provide a Tool for Self-Guided Learning in Preschool Children?" Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/193765.

Full text

Abstract:

The study of developmental metacognition was originally proposed as a way to better understand memory, by elucidating the processes that act upon and therefore affect it. Much research has been conducted to examine the nature of metacognitive processes, and the interaction between metacognitive judgments and learning behavior in adults. Developmental research has demonstrated that there is a strong developmental trend, such that metacognitive abilities emerge at age four years at the earliest and mature until adulthood. However, this estimate raises a potential paradox, given young children

APA, Harvard, Vancouver, ISO, and other styles

45

Randall, Lee. "Evaluating the utility of working memory training programmes for children." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/evaluating-the-utility-of-working-memory-training-programmes-for-children(cb53427b-2946-4e55-b28d-75db70dc41cb).html.

Full text

Abstract:

The literature suggests working memory can have a significant effect on children's academic success. A number of working memory training programmes have been developed as tools for helping children to boost their working memory and learning ability. The reliability and validity of this body of evidence has been challenged recently with questions raised as to whether such programmes actually do boost working memory or show any subsequent impact upon learning. The thesis contains an evaluative systematic review examining eight studies from the last decade that explore the effects of working memo

APA, Harvard, Vancouver, ISO, and other styles

46

McLean, Janet F. "Working memory differences in children with specific difficulties in arithmetic." Thesis, Lancaster University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302420.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Broadley, Irene. "Teaching short term memory skills to children with Down's syndrome." Thesis, University of Portsmouth, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387268.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Landsiedel, Julia. "Prospective memory in children and adults with autism spectrum disorder." Thesis, University of Kent, 2017. https://kar.kent.ac.uk/66668/.

Full text

Abstract:

Prospective memory (PM) or memory for delayed intentions refers to the ability to remember to carry out a planned intention at an appropriate moment in the future. Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterised by a cognitive profile of strengths and weaknesses, which suggest that PM may be a challenge for individuals with this condition. A small group of studies investigating PM in ASD have produced heterogeneous evidence. Thus, the aim of this thesis was to advance our understanding of PM abilities in ASD. Based on a meta-analysis as well as a thorough review o

APA, Harvard, Vancouver, ISO, and other styles

49

Ferner, Harriet. "Overgeneral autobiographical memory in children and adolescents exposed to trauma." Thesis, King's College London (University of London), 2013. https://kclpure.kcl.ac.uk/portal/en/theses/overgeneral-autobiographical-memory-in-children-and-adolescents-exposed-to-trauma(229913da-005c-4653-98d6-1d60678d491a).html.

Full text

Abstract:

Background and Aims: Early posttraumatic stress reactions are distressing and disabling for a significant minority of children and young people. We aimed to explore the relationship between posttraumatic stress reactions, cognitive variables implicated by an adult cognitive model of PTSD (Ehlers & Clark, 2000), and overgeneral autobiographical memory; a phenomenon linked to depression and trauma in adults, but rarely explored in children. Methods: Emergency department attendees (aged 8-18) and their parents were interviewed 2-6 weeks post-trauma. Children completed a diagnostic interview f

APA, Harvard, Vancouver, ISO, and other styles

50

Westwell, Nikki. "Autobiographical memory, emotional intelligence, emotion focusing and depression in children." Thesis, Bangor University, 2006. https://research.bangor.ac.uk/portal/en/theses/autobiographical-memory-emotional-intelligence-emotion-focusing-and-depression-in-children(7bb7083c-464b-419c-8a31-a39e4d381070).html.

Full text

Abstract:

The link between overgeneral autobiographical memory (ANI) and depression has been well established in adults and in limited research on adolescents. Major theories propose that overgeneral AM is a consequence of childhood trauma, serving to minimise negative affect associated with aversive memories. The body of research in the area tends to support the premise that overgeneral ANI function as a short-term protective factor against memories of distressing experiences. However, in tile longer term, it may interact with other mechanisms such as rumination, social problem solving and working memo

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!