Assessment of Visual Memory and Learning by Selective Reminding Page: 25
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remainder of the 15 minute delay interval. The patient was
then asked to recall the words from the Verbal Selective
Reminding Test.
The order of administration of the two tests was counter-
balanced so that five patients in each group were given the
verbal test first and five were given the visual test first.
This was done to control for any effects that might be due to
the order of administration.
Results
In order to determine whether the four groups of patients
are essentially the same in age, education, premorbid IQ, cur-
rent IQ, and duration of impairment, a one-way analysis of
variance was performed on each of these variables. The results
show a significant difference among the groups for age (F = 3.83,
df = 3/36, _p < .05). A multiple comparison using the Newman-
Keuls procedure (Winer, 1971) shows that the no brain damage
group is significantly younger than the left hemisphere group
and the right hemisphere group, but not significantly differ-
ent from the diffuse brain damage group. There are no signi-
ficant differences in age among the brain damaged groups. The
analysis of variance for education by group is also significant
(F = 4.42, df = 3/36, £ < .05). The multiple comparison proce^
dure indicates that the left hemisphere group has significantly
less eduaation than the diffuse group and the no brain damage
group. The left hemisphere group and the right hemisphere
group do not differ significantly. The groups differ
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Cummins, Shirley Jean. Assessment of Visual Memory and Learning by Selective Reminding, dissertation, August 1983; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc330808/m1/33/: accessed July 17, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .