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dc.contributor.authorVerges, Michelle
dc.date.accessioned2014-03-05T16:03:07Z
dc.date.available2014-03-05T16:03:07Z
dc.date.issued2002-05
dc.identifier.otherverges_michelle_200205_ms
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/verges_michelle_200205_ms
dc.identifier.urihttp://hdl.handle.net/10724/29450
dc.description.abstractCognitive inhibition is the suppression of previously activated cognitive contents or processes. It is thought to develop over the early and middle childhood years and to contribute to the development of higher-level cognitive processing. Resistance to interference is another theoretical construct used to describe the lack of encoding irrelevant information into working memory. These processes are closely related yet theoretically distinct in that inhibition deals with activation and then suppression, whereas activation does not occur with interference processes. A picture-naming task was created to address this issue. Seventy-six first, third, fifth graders and college students completed the picture-naming task. The results reveal both developmental issues regarding inhibition and theoretical issues regarding the distinctions and relationships between inhibition and resistance to interference.
dc.languageCognitive inhibition of directed speech among elementary school children and adults : introduction to the picture-naming task
dc.publisheruga
dc.rightspublic
dc.subjectCognitive processes
dc.subjectInhibition
dc.subjectResistance to Interference
dc.subjectChildhood
dc.subjectCognitive Development
dc.titleCognitive inhibition of directed speech among elementary school children and adults : introduction to the picture-naming task
dc.typeThesis
dc.description.degreeMS
dc.description.departmentPsychology
dc.description.majorPsychology
dc.description.advisorKatherine Kipp
dc.description.committeeKatherine Kipp
dc.description.committeeJanet Frick
dc.description.committeeRichard Marsh


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