Implicit learning in individuals with poor reading and /or poor attention & Student adjustment to college affected by mood disorder, and/or ADHD
The project is an analogue study that looks at high and low
reading skills in college students to see if implicit learning performance varies between those groups. The design
is a quasi-experimental ANOVA experiment that uses known groups of reading skill based upon performance on
phonological and orthographic reading achievement tasks. A median split on the reading tasks composes the two
groups with the dependent variable being performance on improved Serial Reaction Time implicit learning tasks
that define implicit skill based upon second-order repeating digit strings.
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