Office of Undergraduate Research

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.

Tasks and responsibilities:

Working with participants, working with the database, and utilizing archival data.