Venn, Paul (2011). Factors affecting responsiveness to teaching strategies in the rehabilitation of acquired memory impairment. University of Birmingham. Clin.Psy.D.
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Venn11ClinPsyD1.pdf
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Abstract
This thesis is submitted in partial fulfilment of the requirements for the degree of Clinical Psychology Doctorate (Clin.Psy.D) at the University of Birmingham.
This volume (research component) contains two papers. The first paper is a review of the literature, which examines the extent to which specific cognitive impairments should be taken into account when planning memory rehabilitation interventions based on teaching strategies such as cueing and errorless learning. The second paper is an empirical study which compares the effectiveness of implicit and explicit teaching instructions when using the method of vanishing cues to facilitate learning in people with memory impairment arising from acquired brain injuries.
| Type of Work: | Thesis (Doctorates > Clin.Psy.D.) | ||||||
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| Award Type: | Doctorates > Clin.Psy.D. | ||||||
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| College/Faculty: | Colleges (2008 onwards) > College of Life & Environmental Sciences | ||||||
| School or Department: | School of Psychology | ||||||
| Funders: | None/not applicable | ||||||
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology | ||||||
| URI: | http://etheses.bham.ac.uk/id/eprint/1044 |
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