Date of Award
Education Specialist (EdS)
Dr. Lisa Kelly-Vance
Studies of repetition priming show that learning disabled (LD) children use more concrete representations of information than non-learning disabled (NLD) children (Brown, Lorsbach, & Carey, 1993; Cermak, 1983). The present study examined whether changes in surface form and spatial location in a negative priming paradigm affect inhibitory processes of LD and NLD children differently.
Carey, Elizabeth J., "Representations of Unattended Stimuli in Learning Disabled Children: Concrete or Abstract" (1997). Student Work. 2787.
Ed.S. Field Project Presented to the Department of Psychology and the Faculty of the Graduate College University of Nebraska in Partial Fulfillment of the Requirements for the Degree Education Specialist. Copyright 1997 Elizabeth J. Carey.