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When Being Sad Improves Memory Accuracy: The Role Of Affective State In Inadvertent Plagiarism, Amanda C. Gingerich
When Being Sad Improves Memory Accuracy: The Role Of Affective State In Inadvertent Plagiarism, Amanda C. Gingerich
Scholarship and Professional Work - LAS
Inadvertent plagiarism was investigated in participants who had been induced into a happy or sad mood either before encoding or before retrieval of items generated in a puzzle task. Results indicate that participants in a sad mood made fewer memory errors in which they claimed as their own an idea generated by another source than did those in a happy mood. However, this effect occurred only when mood was induced before encoding.
“Have You Seen The Notebook?” “I Don’T Remember.” Using Popular Cinema To Teach Memory And Amnesia, Amanda C. Gingerich
“Have You Seen The Notebook?” “I Don’T Remember.” Using Popular Cinema To Teach Memory And Amnesia, Amanda C. Gingerich
Scholarship and Professional Work - LAS
The recent influx of films addressing different aspects of memory loss inspired the development of an upper-level undergraduate seminar that focuses on investigating amnesia through the lens of popular cinema. This discussion-based course included several written assignments and, at the end of one semester, a comprehensive take-home exam. Over the course of four semesters, a bank of student-authored discussion questions for each reading was collected and a list of topics and corresponding movies was honed.
A Nonword Repetition Task For Speakers With Misarticulations: The Syllable Repetition Task (Srt), Lawrence D. Shriberg, Heather L. Lohmeier, Thomas F. Campbell, Christine A. Dollaghan, Jordan R. Green, Christopher A. Moore
A Nonword Repetition Task For Speakers With Misarticulations: The Syllable Repetition Task (Srt), Lawrence D. Shriberg, Heather L. Lohmeier, Thomas F. Campbell, Christine A. Dollaghan, Jordan R. Green, Christopher A. Moore
Department of Special Education and Communication Disorders: Faculty Publications
Purpose. Conceptual and methodological confounds occur when non(sense) repetition tasks are administered to speakers who do not have the target speech sounds in their phonetic inventories or who habitually misarticulate targeted speech sounds. We describe a nonword repetition task, the Syllable Repetiton Task (SRT) that eliminates this confound and report findings from three validity studies.
Method. Ninety-five preschool children with Speech Delay and 63 with Typical Speech, completed an assessment battery that included the Nonword Repetition Task (NRT: Dollaghan & Campbell, 1998) and the SRT. SRT stimuli include only four of the earliest occurring consonants and …