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Camilla Seippel, Psy.D., is a 2017 graduate of the PsyD Program in Clinical Psychology at Antioch University, Santa Barbara.

Dissertation Committee:

  • Henry V. Soper, PhD, Dissertation Chair
  • Brett Kia-Keating, Ed.D., Committee Member
  • Bernice A. Marcopulos, PhD, ABPP, External Expert

Keywords

neurocognition, schizophrenia, implicit learning, implicit thought, neuro, cognition, procedural, priming, incidental

Document Type

Dissertation

Publication Date

6-2017

Abstract

This investigation studied implicit learning differences in individuals with schizophrenia. Three implicit learning strategies were examined: priming, procedural, and incidental learning. Twenty-six participants with schizophrenia were recruited from various outpatient clinics and programs in Orange, CA to participate in this study. Participants were administered a psychological battery composed of tests to measure individual differences in implicit learning abilities within the group. Differences in crystallized and fluid knowledge abilities within the different implicit learning conditions were tested. Demographic information was also collected and where possible included for the purpose of accounting for demographic variations amongst participants. Demographic variables included the participant’s age, gender, years of education, and ethnicity. Following data collection, raw scores were converted to T-scores (and normed when possible per demographic variations) and run through SPSS. The first analysis conducted was a path analysis to estimate the causal relationships amongst the variables. Following this initial analysis, six separate t tests were run through SPSS. Differences between individual learning conditions were identified, and three of the four hypotheses were found to be significant. The electronic version of this dissertation is accessible at the Ohiolink ETD center http://www.ohiolink.edu /etd

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ORCID: 0000-0002-9947-2838

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