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dc.contributor.authorCardell, Annie Mariaen_US
dc.date.accessioned2014-03-14T20:12:25Z
dc.date.available2014-03-14T20:12:25Z
dc.date.issued2009-05-15en_US
dc.identifier.otheretd-05212009-213253en_US
dc.identifier.urihttp://hdl.handle.net/10919/27833
dc.description.abstractThere is evidence that language ability is related to a number of cognitive processes, including memory. As children become more proficient language-users, they develop the ability to use language as a memory attribute. This study used EEG coherence to investigate the extent to which verbal encoding strategies account for individual differences in two short-term recognition memory tasks in 50 3-year-olds. Children with better expressive and receptive language performed better on the picture memory task (which contains stimuli that can easily be labeled) but not the abstract memory task, indicating that language may support memory processes for some types of stimuli more than for others. Analyses of EEG coherence at the hypothesized electrode pairs (F7-T3 and F8-T4) at baseline and encoding were not significant, indicating that verbal encoding does not account for individual differences in short-term memory performance. When these electrode pairs were examined at baseline and retrieval for the picture memory task, EEG coherence analyses indicated that it may be the use of language as a retrieval cue rather than an encoding strategy that explains individual differences in short-term recognition memory.en_US
dc.publisherVirginia Techen_US
dc.relation.haspartAnnieCardell--ETD.pdfen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectDevelopmental Cognitive Neuroscienceen_US
dc.subjectVerbal Encodingen_US
dc.subjectEEG Coherenceen_US
dc.subjectShort-term Memoryen_US
dc.titleExploring the Role of Language Development and Verbal Encoding in Short-Term Recognition Memory in Early Childhooden_US
dc.typeDissertationen_US
dc.contributor.departmentPsychologyen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplinePsychologyen_US
dc.contributor.committeechairBell, Martha Annen_US
dc.contributor.committeememberDeater-Deckard, Kirbyen_US
dc.contributor.committeememberCooper, Robin K. Pannetonen_US
dc.contributor.committeememberSmith, Cynthia L.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-05212009-213253/en_US
dc.date.sdate2009-05-21en_US
dc.date.rdate2012-06-22
dc.date.adate2009-06-10en_US


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