Attention, Memory, and Executive Function

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The absence of consensual, cross-disciplinary theories, definitions, and methodologies has hampered the study of attention, memory, and executive function. Incorporating different theoretical perspectives, this exceptional volume helps establish some common understanding of these three central processes. This book reveals how the authors' findings from their research in psychology, neuropsychology, special education, and medicine can help clinicians assess and remediate reading and attention disorders. Valuable directions for future research are also offered.

"...incorporating different theoretical perspectives, the text reveals how the authors' findings from their research in neuropsychology,psychology,special ed,& medicine can help clinicians assess & remediate reading & attention disorders.

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Editorial Reviews

From a 1994 working conference at the National Institutes of Health, Rockville, Maryland, researchers in psychology, neuropsychology, special education, and medicine present theory and research on three central cognitive processes--attention, memory, and executive function--and explain how their findings can help clinicians assess and remediate reading and attention disorders. Annotation c. Book News, Inc., Portland, OR (
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Product Details

  • ISBN-13: 9781557668561
  • Publisher: Brookes, Paul H. Publishing Company
  • Publication date: 10/28/1995
  • Pages: 448
  • Sales rank: 1,306,262
  • Product dimensions: 6.00 (w) x 9.00 (h) x 1.00 (d)

Meet the Author

G. Reid Lyon, Ph.D., is a psychologist in the Human Learning and Behavior Branch of the National Institute of Child Health and Human Development at the National Institutes of Health. Dr. Lyon is responsible for the development and management of research programs in learning disabilities, language development and disorders, and disorders of attention in children.

Dr. Krasnegor is a physiological and experimental psychologist whose current research interests lie in developmental and behavioral biology, learning, and cognitive development.

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Table of Contents

I Introduction to the Conceptual, Measurement, and Methodological Issues 1
1 The Need for Conceptual and Theoretical Clarity in the Study of Attention, Memory, and Executive Function 3
2 Relationships and Distinctions Among the Concepts of Attention, Memory, and Executive Function: A Developmental Perspective 11
3 Conceptual and Methodological Issues in Construct Definition 17
II Attention 43
4 Critical Issues in Research on Attention 45
5 A Theory of Attention: An Information Processing Perspective 57
6 Disorders of Attention: A Neuropsychological Perspective 71
7 Attention: A Behavior Analytical Perspective 97
8 Conceptualizing, Describing, and Measuring Components of Attention: A Summary 119
III Memory 137
9 From Simple Structure to Complex Function: Major Trends in the Development of Theories, Models, and Measurements of Memory 139
10 A Model of Memory from an Information Processing Perspective: The Special Case of Phonological Memory 157
11 Multiple Memory Systems: A Neuropsychological and Developmental Perspective 185
12 Attention and Memory in Relation to Learning: A Comparative Adaptation Perspective 199
13 Conceptualizing, Describing, and Measuring Components of Memory: A Summary 221
IV Executive Function 233
14 Theories, Models, and Measurements of Executive Functioning: An Information Processing Perspective 235
15 A Theory and Model of Executive Function: A Neuropsychological Perspective 263
16 Relational Frame Theory and Executive Function: A Behavioral Approach 279
17 Linkages Between Attention and Executive Functions 307
18 Executive Functions and Working Memory: Theoretical and Measurement Issues 327
19 Addressing Problems in Attention, Memory, and Executive Functioning: An Example from Self-Regulated Strategy Development 349
20 Conceptualizing, Describing, and Measuring Components of Executive Function: A Summary 367
V Summary and Conclusions 397
21 Critical Issues and Future Directions in the Development of Theories, Models, and Measurements for Attention, Memory, and Executive Function 399
Index 413
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