Verbal learning ability after traumatic brain injury : roles of working memory and processing speed

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Verbal learning ability after traumatic brain injury : roles of working memory and processing speed

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dc.contributor.advisor Keith, Timothy, 1952-
dc.creator Ridley, Kristen Paige
dc.date.accessioned 2011-12-20T21:44:53Z
dc.date.available 2011-12-20T21:44:53Z
dc.date.created 2011-08
dc.date.issued 2011-12-20
dc.date.submitted August 2011
dc.identifier.uri http://hdl.handle.net/2152/ETD-UT-2011-08-4244
dc.description.abstract Learning and memory impairments are among the most common and enduring cognitive consequences of traumatic brain injury (TBI). Researchers have yet to reach a consensus with regard to the basic cognitive mechanism underlying new learning and memory disturbances after TBI. The purpose of the present study was to investigate the current views regarding the cognitive processes thought to explain impairments in verbal learning and memory subsequent to brain injury. Specifically, this study sought to examine the roles of the central executive component of working memory and processing speed in verbal learning ability following TBI. Latent variable structural equation modeling (SEM) was used to analyze the data of 70 post-acute care TBI patients between the ages of 16 and 65, who completed a full neuropsychological evaluation. Results indicated that verbal learning and memory difficulties following TBI were explained primarily in terms of the central executive aspects of working memory, after accounting for the relative contributions of processing speed in the model. The direct effect of processing speed on verbal learning and memory was not significant when working memory was taken into account in the model. Rather, the effects of processing speed on verbal learning ability were largely indirect through the central executive component of working memory. Results highlight the importance of both working memory and processing speed in supporting verbal learning and memory processes after TBI. Practical implications for targeting remediation efforts and directing approaches to memory rehabilitation are discussed in light of the study’s findings.
dc.format.mimetype application/pdf
dc.language.iso eng
dc.subject Traumatic brain injury
dc.subject Verbal learning
dc.subject Memory
dc.subject Neuropsychology
dc.subject Working memory
dc.subject Central executive
dc.subject Processing speed
dc.subject Structural equation modeling
dc.subject Latent variable
dc.title Verbal learning ability after traumatic brain injury : roles of working memory and processing speed
dc.date.updated 2011-12-20T21:45:00Z
dc.identifier.slug 2152/ETD-UT-2011-08-4244
dc.contributor.committeeMember Allen, Greg
dc.contributor.committeeMember Mercer, Walt
dc.contributor.committeeMember Robillard, Rachel
dc.contributor.committeeMember Schallert, Diane
dc.description.department Educational Psychology
dc.type.genre thesis
dc.type.material text
thesis.degree.department Educational Psychology
thesis.degree.discipline Educational Psychology
thesis.degree.grantor University of Texas at Austin
thesis.degree.level Doctoral
thesis.degree.name Doctor of Philosophy

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