New Learning Through Collaborative Discourse in Amnesia

These findings have theoretical implications for characterizing the nature of preserved and impaired learning and memory in amnesia, and the memory determinants of common ground. In addition, it provides a demonstration that by employing a task involving real-world communication, with greater ecological validity than laboratory-based tasks, surprisingly impressive learning in amnesia was observed, a finding that has significant clinical implications.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Speech and Hearing Science

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Duff, Melissa Collins

Contributors dc:contributor

• Proctor, Adele

• Psychology, Cognitive

Language dc:language

eng

Identifier

(MiAaPQ)AAI3198977

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/85211