+publisher:"University of Houston" +contributor:("Fletcher, Jack M.")

1. Fernandez, Vindia 1979-. DEVELOPMENTAL DYSLEXIA: VOLUMETRIC ANALYSIS OF REGIONAL VARIABILITY IN THE CEREBELLUM.

Degree: Psychology, Department of, 2012, University of Houston

► Previous research has suggested that cerebellar deficits and subsequent impairment in procedural learning explain motor difficulties and reading impairment in dyslexia. This study investigated the… (more)

Subjects/Keywords: DYSLEXIA; CEREBELLUM; MRI; VOLUME; DEVELOPMENTAL; CHILDREN; READING; DECODING; FLUENCY; Neuropsychology

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APA (6^th Edition):

Fernandez, V. 1. (2012). DEVELOPMENTAL DYSLEXIA: VOLUMETRIC ANALYSIS OF REGIONAL VARIABILITY IN THE CEREBELLUM. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/753

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Fernandez, Vindia 1979-. “DEVELOPMENTAL DYSLEXIA: VOLUMETRIC ANALYSIS OF REGIONAL VARIABILITY IN THE CEREBELLUM.” 2012. Thesis, University of Houston. Accessed October 21, 2018. http://hdl.handle.net/10657/753.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Fernandez, Vindia 1979-. “DEVELOPMENTAL DYSLEXIA: VOLUMETRIC ANALYSIS OF REGIONAL VARIABILITY IN THE CEREBELLUM.” 2012. Web. 21 Oct 2018.

Vancouver:

Fernandez V1. DEVELOPMENTAL DYSLEXIA: VOLUMETRIC ANALYSIS OF REGIONAL VARIABILITY IN THE CEREBELLUM. [Internet] [Thesis]. University of Houston; 2012. [cited 2018 Oct 21]. Available from: http://hdl.handle.net/10657/753.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fernandez V1. DEVELOPMENTAL DYSLEXIA: VOLUMETRIC ANALYSIS OF REGIONAL VARIABILITY IN THE CEREBELLUM. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/753

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

2. Maxwell, Emily. Visual Perception in Children with Spina Bifida Myelomeningocele and the Impact of Posterior Cortical Changes.

Degree: Psychology, Department of, 2012, University of Houston

URL: http://hdl.handle.net/10657/1153

► The present study investigated categorical and coordinate visual perception in 81 children with spina bifida myelomeningocele (SBM) relative to 28 controls, and related this performance… (more)

Subjects/Keywords: visual perception; spina bifida myelomeningocele; cortical thickness; gray matter volume; white matter volume

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APA (6^th Edition):

Maxwell, E. (2012). Visual Perception in Children with Spina Bifida Myelomeningocele and the Impact of Posterior Cortical Changes. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1153

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Maxwell, Emily. “Visual Perception in Children with Spina Bifida Myelomeningocele and the Impact of Posterior Cortical Changes.” 2012. Thesis, University of Houston. Accessed October 21, 2018. http://hdl.handle.net/10657/1153.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Maxwell, Emily. “Visual Perception in Children with Spina Bifida Myelomeningocele and the Impact of Posterior Cortical Changes.” 2012. Web. 21 Oct 2018.

Vancouver:

Maxwell E. Visual Perception in Children with Spina Bifida Myelomeningocele and the Impact of Posterior Cortical Changes. [Internet] [Thesis]. University of Houston; 2012. [cited 2018 Oct 21]. Available from: http://hdl.handle.net/10657/1153.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Maxwell E. Visual Perception in Children with Spina Bifida Myelomeningocele and the Impact of Posterior Cortical Changes. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/1153

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

3. Arrington, Candice N. 1984-. The Contribution of Attentional Control and Working Memory to Reading Comprehension and Decoding.

Degree: Psychology, 2012, University of Houston

URL: http://hdl.handle.net/10657/1160

► Working memory plays an important role in the development of a coherent representation of information being read in text, which is necessary for adequate reading… (more)

Subjects/Keywords: working memory; attentional control; response inhibition; cognitive inhibition; sustained attention; reading comprehension; decoding

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APA (6^th Edition):

Arrington, C. N. 1. (2012). The Contribution of Attentional Control and Working Memory to Reading Comprehension and Decoding. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1160

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Arrington, Candice N 1984-. “The Contribution of Attentional Control and Working Memory to Reading Comprehension and Decoding.” 2012. Thesis, University of Houston. Accessed October 21, 2018. http://hdl.handle.net/10657/1160.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Arrington, Candice N 1984-. “The Contribution of Attentional Control and Working Memory to Reading Comprehension and Decoding.” 2012. Web. 21 Oct 2018.

Vancouver:

Arrington CN1. The Contribution of Attentional Control and Working Memory to Reading Comprehension and Decoding. [Internet] [Thesis]. University of Houston; 2012. [cited 2018 Oct 21]. Available from: http://hdl.handle.net/10657/1160.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Arrington CN1. The Contribution of Attentional Control and Working Memory to Reading Comprehension and Decoding. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/1160

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

4. Child, Amanda. A cognitive dimensional approach to understanding comorbidity among reading disability, math disability, and attention-deficit/hyperactivity disorder.

Degree: Psychology, Department of, 2015, University of Houston

URL: http://hdl.handle.net/10657/1473

► Reading disability (RD), math disability (MD), and attention-deficit/hyperactivity disorder (ADHD) are common disorders that frequently co-occur in school-aged children. However, it is not yet clear… (more)

Subjects/Keywords: Reading; mathematics; attention

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APA (6^th Edition):

Child, A. (2015). A cognitive dimensional approach to understanding comorbidity among reading disability, math disability, and attention-deficit/hyperactivity disorder. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1473

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Child, Amanda. “A cognitive dimensional approach to understanding comorbidity among reading disability, math disability, and attention-deficit/hyperactivity disorder.” 2015. Thesis, University of Houston. Accessed October 21, 2018. http://hdl.handle.net/10657/1473.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Child, Amanda. “A cognitive dimensional approach to understanding comorbidity among reading disability, math disability, and attention-deficit/hyperactivity disorder.” 2015. Web. 21 Oct 2018.

Vancouver:

Child A. A cognitive dimensional approach to understanding comorbidity among reading disability, math disability, and attention-deficit/hyperactivity disorder. [Internet] [Thesis]. University of Houston; 2015. [cited 2018 Oct 21]. Available from: http://hdl.handle.net/10657/1473.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Child A. A cognitive dimensional approach to understanding comorbidity among reading disability, math disability, and attention-deficit/hyperactivity disorder. [Thesis]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1473

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

5. Hampton, Lyla 1983-. THE RELATION OF ANOMALOUS HESCHL’S GYRUS AND COGNITIVE PERFORMANCE IN SPINA BIFIDA.

Degree: Psychology, 2013, University of Houston

URL: http://hdl.handle.net/10657/844

► The present study focused on bilateral variation in the structure (single, duplicated) and size (left or right asymmetry) of the Heschl’s gyrus (HG) in individuals… (more)

▼ The present study focused on bilateral variation in the structure (single, duplicated) and size (left or right asymmetry) of the Heschl’s gyrus (HG) in individuals with spina bifida meningomyelocele (SBM). A higher rate of anomalous HG was predicted in the SBM population, particularly in individuals with SBM that presented with atypical handedness and greater frequency of clinical and neural markers. The anomalous HG presentation was predicted to relate to lower verbal and reading performance as well as either a reduced or absent right ear advantage on a dichotic listening task. Children and adults were recruited from an existing cohort, along with typically developing (TD) participants. All participants completed both an MR imaging protocol and a battery of cognitive tests including: verbal and spatial intelligence, reading and math achievement, and monotic and dichotic listening. The structure status of the participants’ HG (single, duplicated) was determined through qualitative coding of MRI scans, and asymmetry of the HG was determined through automated quantification of the HG volume. The results did not indicate a higher rate of anomalous HG (duplicated, right HG asymmetry) in individuals with SBM, and the rate of anomalous HG was also not associated with left hand preference, or with more severe clinical and neural pathology. There was evidence that having anomalous HG led to slightly higher verbal and reading scores in the SBM group. These effects, however, were small compared to the larger influences of socioeconomic status and SBM. Although participants’ group status (TD, SBM) and age influences ear advantage on the dichotic listening task, there was no effect of anomalous HG status. The results suggest that the development of an anomalous HG is separate from the common congenital maldevelopment that occurs in SBM, and the presence of an anomalous HG may contribute to higher verbal and reading performances in this clinical population. Advisors/Committee Members: Fletcher, Jack M. (advisor), Hannay, H. Julia (committee member), Leasure, J. Leigh (committee member), Juranek, Jenifer (committee member).

Subjects/Keywords: Heschl's Gyrus; Imaging; Spina Bifida; Clinical psychology

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APA (6^th Edition):

Hampton, L. 1. (2013). THE RELATION OF ANOMALOUS HESCHL’S GYRUS AND COGNITIVE PERFORMANCE IN SPINA BIFIDA. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/844

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hampton, Lyla 1983-. “THE RELATION OF ANOMALOUS HESCHL’S GYRUS AND COGNITIVE PERFORMANCE IN SPINA BIFIDA.” 2013. Thesis, University of Houston. Accessed October 21, 2018. http://hdl.handle.net/10657/844.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hampton, Lyla 1983-. “THE RELATION OF ANOMALOUS HESCHL’S GYRUS AND COGNITIVE PERFORMANCE IN SPINA BIFIDA.” 2013. Web. 21 Oct 2018.

Vancouver:

Hampton L1. THE RELATION OF ANOMALOUS HESCHL’S GYRUS AND COGNITIVE PERFORMANCE IN SPINA BIFIDA. [Internet] [Thesis]. University of Houston; 2013. [cited 2018 Oct 21]. Available from: http://hdl.handle.net/10657/844.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hampton L1. THE RELATION OF ANOMALOUS HESCHL’S GYRUS AND COGNITIVE PERFORMANCE IN SPINA BIFIDA. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/844

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

6. Bradley, Kailyn A. L. Corpus callosum microstructure and auditory interhemispheric transfer in spina bifida myelomeningocele.

Degree: Psychology, Department of, 2014, University of Houston

URL: http://hdl.handle.net/10657/877

► The purpose of this study was to evaluate if early disruption in corpus callosum development due to spina bifida myelomeningocele (SBM) contributes to plastic reorganization… (more)

▼ The purpose of this study was to evaluate if early disruption in corpus callosum development due to spina bifida myelomeningocele (SBM) contributes to plastic reorganization of interhemispheric white matter. Additionally, this study evaluated if diffusion tensor imaging measures of integrity of the interhemispheric temporal tract specifically had functional relevance and predicted performance on a task that required auditory communication between hemispheres, dichotic listening. T1-weighted and diffusion tensor imaging data was acquired on a group of people with SBM (n = 76) and a typically developing group (n = 27). Probabilistic tractography was performed to isolate the interhemispheric white matter connecting auditory processing regions in both hemispheres. Behavioral performance was assessed on a consonant-vowel dichotic listening task in a subset of these participants (SBM, n = 45; TD, n = 15). The key finding from this study was that atypical development of the corpus callosum in SBM does result in re-routing of interhemispheric temporal connections through alternate commissures, particularly the anterior commissure. These re-routed fibers were present in people with SBM and a hypoplastic, or thin posterior corpus callosum, as well as those with more severe underdevelopment, partial agenesis. Additionally, microstructural integrity was reduced in the interhemispheric temporal tract in SBM, as indicated by lower fractional anisotropy and axial diffusivity, and higher radial diffusivity. Examination of macrostructure and microstructure of the tract and dichotic performance suggests that these re-routed connections through the anterior commissure are not compensatory, but maladaptive. Preservation of the normative pattern on the dichotic listening task in people with SBM is the result of connections between temporal lobes through the posterior corpus callosum, and not the anterior commissure. Lastly, abnormal AD was associated with atypical left ear performance on the dichotic listening task, suggesting that reduced integrity of the auditory interhemispheric tract adversely affected dichotic performance in SBM. Given persistent hypotheses about the role of the anterior commissure and other potential compensatory connections, this study has important implications for understanding of the effects of early corpus callosum maldevelopment, especially when partial agenesis is involved. Advisors/Committee Members: Fletcher, Jack M. (advisor), Hannay, H. Julia (committee member), Hernandez, Arturo E. (committee member), Juranek, Jenifer (committee member).

Subjects/Keywords: neural plasticity; corpus callosum; diffusion tensor imaging; dichotic listening; Developmental psychology

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APA (6^th Edition):

Bradley, K. A. L. (2014). Corpus callosum microstructure and auditory interhemispheric transfer in spina bifida myelomeningocele. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/877

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bradley, Kailyn A L. “Corpus callosum microstructure and auditory interhemispheric transfer in spina bifida myelomeningocele.” 2014. Thesis, University of Houston. Accessed October 21, 2018. http://hdl.handle.net/10657/877.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bradley, Kailyn A L. “Corpus callosum microstructure and auditory interhemispheric transfer in spina bifida myelomeningocele.” 2014. Web. 21 Oct 2018.

Vancouver:

Bradley KAL. Corpus callosum microstructure and auditory interhemispheric transfer in spina bifida myelomeningocele. [Internet] [Thesis]. University of Houston; 2014. [cited 2018 Oct 21]. Available from: http://hdl.handle.net/10657/877.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bradley KAL. Corpus callosum microstructure and auditory interhemispheric transfer in spina bifida myelomeningocele. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/877

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

7. Archila-Suerte, Pilar. The influence of phonetic experience on perceptual flexibility and auditory plasticity in bilinguals.

Degree: Psychology, Department of, 2012, University of Houston

URL: http://hdl.handle.net/10657/1155

► The goal of this dissertation was a) to investigate how phonetic experience in two languages influences the perception of novel speech sounds and b) reveal… (more)

▼ The goal of this dissertation was a) to investigate how phonetic experience in two languages influences the perception of novel speech sounds and b) reveal the underlying neural mechanisms involved in novel speech learning. Adult English monolinguals (n = 20) and early Spanish-English bilinguals (n = 24) participated in four consecutive sessions of phonetic discrimination training (same vs. different) while listening to Hungarian non-words that contained the novel speech phonemes /ø/, /ø:/, /u:/, /u/, /o:/, /y/, /y:/, /o/. Participants completed two fMRI sessions, one before training and the other after training. The in-scanner task consisted of passively listening to the novel speech stimuli with which participants trained outside the scanner. The behavioral results indicated that monolinguals and bilinguals both learned after training, and discrimination of novel speech did not differ between groups. Nonetheless, the neural processes engaged by monolinguals and bilinguals differed after training (left anterior cingulate gyrus in monolinguals and bilateral parietal regions in bilinguals). A separate post-hoc regression analysis examined how participants’ overall discrimination performance predicted brain activity before and after training. Here it was found that better perceivers were more likely to recruit sensory-perceptual areas (bilateral superior temporal gyrus and cerebellar vermis), whereas worse perceivers were more likely to recruit higher-order cognitive areas after training (right postcentral gyrus, superior parietal lobule, and left supramarginal gyrus). These findings suggest that growing up in bilingual phonetic environments does not facilitate novel speech learning. Instead, the ability to discriminate novel speech appears to originate from individual enhanced perceptual abilities present prior to training. Advisors/Committee Members: Hernandez, Arturo E. (advisor), Fletcher, Jack M. (committee member), Bunta, Ferenc (committee member), Branun-Martin, Lee (committee member).

Subjects/Keywords: perception; learning; neuroscience; bilingualism

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APA (6^th Edition):

Archila-Suerte, P. (2012). The influence of phonetic experience on perceptual flexibility and auditory plasticity in bilinguals. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1155

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Archila-Suerte, Pilar. “The influence of phonetic experience on perceptual flexibility and auditory plasticity in bilinguals.” 2012. Thesis, University of Houston. Accessed October 21, 2018. http://hdl.handle.net/10657/1155.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Archila-Suerte, Pilar. “The influence of phonetic experience on perceptual flexibility and auditory plasticity in bilinguals.” 2012. Web. 21 Oct 2018.

Vancouver:

Archila-Suerte P. The influence of phonetic experience on perceptual flexibility and auditory plasticity in bilinguals. [Internet] [Thesis]. University of Houston; 2012. [cited 2018 Oct 21]. Available from: http://hdl.handle.net/10657/1155.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Archila-Suerte P. The influence of phonetic experience on perceptual flexibility and auditory plasticity in bilinguals. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/1155

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

8. Gold, Alanna 1984-. DUCHENNE MUSCULAR DYSTROPHY: ACADEMIC ACHIEVEMENT AND COGNITIVE CORRELATES.

Degree: Psychology, Department of, 2016, University of Houston

URL: http://hdl.handle.net/10657/1299

► The purpose of this study is to further explore the neuropsychological profile of children with Duchenne muscular dystrophy (DMD), and how core cognitive deficits relate… (more)

Subjects/Keywords: Duchenne muscular dystrophy; academic achievement; cognition

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APA (6^th Edition):

Gold, A. 1. (2016). DUCHENNE MUSCULAR DYSTROPHY: ACADEMIC ACHIEVEMENT AND COGNITIVE CORRELATES. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1299

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Gold, Alanna 1984-. “DUCHENNE MUSCULAR DYSTROPHY: ACADEMIC ACHIEVEMENT AND COGNITIVE CORRELATES.” 2016. Thesis, University of Houston. Accessed October 21, 2018. http://hdl.handle.net/10657/1299.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Gold, Alanna 1984-. “DUCHENNE MUSCULAR DYSTROPHY: ACADEMIC ACHIEVEMENT AND COGNITIVE CORRELATES.” 2016. Web. 21 Oct 2018.

Vancouver:

Gold A1. DUCHENNE MUSCULAR DYSTROPHY: ACADEMIC ACHIEVEMENT AND COGNITIVE CORRELATES. [Internet] [Thesis]. University of Houston; 2016. [cited 2018 Oct 21]. Available from: http://hdl.handle.net/10657/1299.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gold A1. DUCHENNE MUSCULAR DYSTROPHY: ACADEMIC ACHIEVEMENT AND COGNITIVE CORRELATES. [Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/1299

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

9. -2928-5516. Visual Working Memory and Visual Selective Attention among Survivors of Pediatric Acute Lymphoblastic Leukemia (ALL).

Degree: Psychology, Department of, 2016, University of Houston

URL: http://hdl.handle.net/10657/1543

► The present study investigated the relationship between visual working memory (VWM) and visual selective attention in survivors of pediatric acute lymphoblastic leukemia (ALL) either at… (more)

▼ The present study investigated the relationship between visual working memory (VWM) and visual selective attention in survivors of pediatric acute lymphoblastic leukemia (ALL) either at high-risk or low-risk for neurocognitive impairments based on their treatment regimen and non-cancer controls. Previous investigations of neurocognitive impairments in survivors of pediatric ALL have employed broad-based measures of functioning whereas the present study utilized standard experimental measures that are sensitive to specific spatial and feature-based aspects of VWM and visual selective attention. A dual-task paradigm, combining a VWM task and a flanker task, assessing visual selective attention, was used. Participants ran in 6 dual-task conditions that varied in VWM feature/task (color, shape, location) and of the flanker feature/task (color, shape). Participants also ran in 3 single-task VWM control conditions and 2 single-task flanker conditions. Results reveal maintenance of information in VWM is susceptible to interference from the concurrent visual selective attention task for all three groups. VWM storage estimates, k, were shown to decrease when a VWM task was preceded by a visual selective attention task compared to a single VWM task. These interference effects were also found to be feature specific for all groups. For the visual selective attention tasks, both high and low-risk groups had lower performances on flanker tasks than non-cancer controls when collapsing across condition (single-task vs. dual-task). Only the low-risk group appeared to be susceptible to interference from a concurrent VWM task, with flanker effects (difference between incongruent and congruent reaction times) varying across conditions (single-task vs. dual-task). Thus, survivors of pediatric ALL are comparable with non-cancer controls in how visual selective interferes with WVM; however, visual selective attention for only the low-risk group was affected by VWM. Advisors/Committee Members: Breitmeyer, Bruno G. (advisor), Fletcher, Jack M. (committee member), Yoshida, Hanako (committee member), Raghubar, Kimberly P. (committee member).

Subjects/Keywords: Visual working memory; Visual attention; Pediatric cancer

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APA (6^th Edition):

-2928-5516. (2016). Visual Working Memory and Visual Selective Attention among Survivors of Pediatric Acute Lymphoblastic Leukemia (ALL). (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1543

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

-2928-5516. “Visual Working Memory and Visual Selective Attention among Survivors of Pediatric Acute Lymphoblastic Leukemia (ALL).” 2016. Thesis, University of Houston. Accessed October 21, 2018. http://hdl.handle.net/10657/1543.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

-2928-5516. “Visual Working Memory and Visual Selective Attention among Survivors of Pediatric Acute Lymphoblastic Leukemia (ALL).” 2016. Web. 21 Oct 2018.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-2928-5516. Visual Working Memory and Visual Selective Attention among Survivors of Pediatric Acute Lymphoblastic Leukemia (ALL). [Internet] [Thesis]. University of Houston; 2016. [cited 2018 Oct 21]. Available from: http://hdl.handle.net/10657/1543.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

-2928-5516. Visual Working Memory and Visual Selective Attention among Survivors of Pediatric Acute Lymphoblastic Leukemia (ALL). [Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/1543

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

10. Kulesz, Paulina A. RELATIONS BETWEEN ATTENTIONAL STRUCTURE AND ATTENTIONAL FUNCTION: UTILIZATION OF ALTERNATIVE STATISTICAL APPROACHES.

Degree: Psychology, 2012, University of Houston

URL: http://hdl.handle.net/10657/1158

► Limited research findings regarding structure-function relations in the domain of attention may stem from problems in estimating these relations in small samples combined with data… (more)

Subjects/Keywords: spina bifida; attention; outliers; robust correlations

11 more images…

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APA (6^th Edition):

Kulesz, P. A. (2012). RELATIONS BETWEEN ATTENTIONAL STRUCTURE AND ATTENTIONAL FUNCTION: UTILIZATION OF ALTERNATIVE STATISTICAL APPROACHES. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1158

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kulesz, Paulina A. “RELATIONS BETWEEN ATTENTIONAL STRUCTURE AND ATTENTIONAL FUNCTION: UTILIZATION OF ALTERNATIVE STATISTICAL APPROACHES.” 2012. Thesis, University of Houston. Accessed October 21, 2018. http://hdl.handle.net/10657/1158.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kulesz, Paulina A. “RELATIONS BETWEEN ATTENTIONAL STRUCTURE AND ATTENTIONAL FUNCTION: UTILIZATION OF ALTERNATIVE STATISTICAL APPROACHES.” 2012. Web. 21 Oct 2018.

Vancouver:

Kulesz PA. RELATIONS BETWEEN ATTENTIONAL STRUCTURE AND ATTENTIONAL FUNCTION: UTILIZATION OF ALTERNATIVE STATISTICAL APPROACHES. [Internet] [Thesis]. University of Houston; 2012. [cited 2018 Oct 21]. Available from: http://hdl.handle.net/10657/1158.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kulesz PA. RELATIONS BETWEEN ATTENTIONAL STRUCTURE AND ATTENTIONAL FUNCTION: UTILIZATION OF ALTERNATIVE STATISTICAL APPROACHES. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/1158

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

11. Williams, Victoria 1985-. EXAMINATION OF FRONTAL AND PARIETAL TECTOCORTICAL ATTENTION PATHWAYS IN SPINA BIFIDA MENINGOMYELOCELE USING PROBABILISTIC DIFFUSION TRACTOGRAPHY.

Degree: Psychology, Department of, 2013, University of Houston

URL: http://hdl.handle.net/10657/1182

► Abnormalities of the midbrain tectum are common, but variable, malformations in spina bifida meningomyelocele (SBM), and have been linked to neuropsychological deficits in attention orienting.… (more)

Subjects/Keywords: attention; diffusion tensor imaging; spina bifida meningomyelocele; white matter; tectocortical pathways; superior colliculus

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APA (6^th Edition):

Williams, V. 1. (2013). EXAMINATION OF FRONTAL AND PARIETAL TECTOCORTICAL ATTENTION PATHWAYS IN SPINA BIFIDA MENINGOMYELOCELE USING PROBABILISTIC DIFFUSION TRACTOGRAPHY. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1182

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Williams, Victoria 1985-. “EXAMINATION OF FRONTAL AND PARIETAL TECTOCORTICAL ATTENTION PATHWAYS IN SPINA BIFIDA MENINGOMYELOCELE USING PROBABILISTIC DIFFUSION TRACTOGRAPHY.” 2013. Thesis, University of Houston. Accessed October 21, 2018. http://hdl.handle.net/10657/1182.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Williams, Victoria 1985-. “EXAMINATION OF FRONTAL AND PARIETAL TECTOCORTICAL ATTENTION PATHWAYS IN SPINA BIFIDA MENINGOMYELOCELE USING PROBABILISTIC DIFFUSION TRACTOGRAPHY.” 2013. Web. 21 Oct 2018.

Vancouver:

Williams V1. EXAMINATION OF FRONTAL AND PARIETAL TECTOCORTICAL ATTENTION PATHWAYS IN SPINA BIFIDA MENINGOMYELOCELE USING PROBABILISTIC DIFFUSION TRACTOGRAPHY. [Internet] [Thesis]. University of Houston; 2013. [cited 2018 Oct 21]. Available from: http://hdl.handle.net/10657/1182.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Williams V1. EXAMINATION OF FRONTAL AND PARIETAL TECTOCORTICAL ATTENTION PATHWAYS IN SPINA BIFIDA MENINGOMYELOCELE USING PROBABILISTIC DIFFUSION TRACTOGRAPHY. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/1182

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

12. Sahnoune, Iman. The Effects of Exercise on Neurocognitive Impairments in a Translational Model of Pediatric Radiotherapy.

Degree: Psychology, Department of, 2015, University of Houston

URL: http://hdl.handle.net/10657/1113

► Cranial radiation therapy (CRT) is used as a treatment for brain malignancies that are not easily accessible and would provide significant risk to the patient… (more)

Subjects/Keywords: radiation therapy; pediatric cancer; exercise; attention; 5-CSRTT

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APA (6^th Edition):

Sahnoune, I. (2015). The Effects of Exercise on Neurocognitive Impairments in a Translational Model of Pediatric Radiotherapy. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1113

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sahnoune, Iman. “The Effects of Exercise on Neurocognitive Impairments in a Translational Model of Pediatric Radiotherapy.” 2015. Thesis, University of Houston. Accessed October 21, 2018. http://hdl.handle.net/10657/1113.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sahnoune, Iman. “The Effects of Exercise on Neurocognitive Impairments in a Translational Model of Pediatric Radiotherapy.” 2015. Web. 21 Oct 2018.

Vancouver:

Sahnoune I. The Effects of Exercise on Neurocognitive Impairments in a Translational Model of Pediatric Radiotherapy. [Internet] [Thesis]. University of Houston; 2015. [cited 2018 Oct 21]. Available from: http://hdl.handle.net/10657/1113.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sahnoune I. The Effects of Exercise on Neurocognitive Impairments in a Translational Model of Pediatric Radiotherapy. [Thesis]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1113

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

13. Williams, Baruch. Differentiating Attention Deficit Hyperactivity Disorder and Reading Disability with the Delis-Kaplan Executive Function System.

Degree: Psychology, 2012, University of Houston

URL: http://hdl.handle.net/10657/ETD-UH-2012-05-364

► The present study assessed the sensitivity of the Delis-Kaplan Executive Function System (D-KEFS) for evaluating executive functions (EF’s) in children with Attention Deficit Hyperactivity Disorder… (more)

Subjects/Keywords: Attention Deficit Hyperactivity Disorder; Reading Disability; Delis-Kaplan Executive Function System; Clinical psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Williams, B. (2012). Differentiating Attention Deficit Hyperactivity Disorder and Reading Disability with the Delis-Kaplan Executive Function System. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/ETD-UH-2012-05-364

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Williams, Baruch. “Differentiating Attention Deficit Hyperactivity Disorder and Reading Disability with the Delis-Kaplan Executive Function System.” 2012. Thesis, University of Houston. Accessed October 21, 2018. http://hdl.handle.net/10657/ETD-UH-2012-05-364.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Williams, Baruch. “Differentiating Attention Deficit Hyperactivity Disorder and Reading Disability with the Delis-Kaplan Executive Function System.” 2012. Web. 21 Oct 2018.

Vancouver:

Williams B. Differentiating Attention Deficit Hyperactivity Disorder and Reading Disability with the Delis-Kaplan Executive Function System. [Internet] [Thesis]. University of Houston; 2012. [cited 2018 Oct 21]. Available from: http://hdl.handle.net/10657/ETD-UH-2012-05-364.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Williams B. Differentiating Attention Deficit Hyperactivity Disorder and Reading Disability with the Delis-Kaplan Executive Function System. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/ETD-UH-2012-05-364

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

14. Kulesz, Paulina A. THE EFFECTS OF READER CHARACTERISTICS, TEXT FEATURES, AND COMPREHENSION PROCESSES ON READING COMPREHENSION.

Degree: Psychology, 2014, University of Houston

URL: http://hdl.handle.net/10657/752

► When the psychological processes underlying test performance are understood, psychometric theory dictates that item difficulty can be explained through these processes. The goal of the… (more)

▼ When the psychological processes underlying test performance are understood, psychometric theory dictates that item difficulty can be explained through these processes. The goal of the project was to improve understanding of reading comprehension and the role of reader characteristics, passage features, and comprehension processes in understanding text through the application of explanatory item response models. Participants were 1,190 students from 11 to 20 years recruited from eight schools within four districts. Students represented a range of reading comprehension skills in terms of their word reading, semantic language and operational (i.e., inference making, working memory capacity) skills. Measures included the grade appropriate Gates-MacGinitie reading comprehension and vocabulary subtests, letter word identification and numbers reversed subtests of the Woodcock & Johnson tests of cognitive abilities, test of word reading efficiency, as well as a researcher-developed test of background knowledge. The results indicated that reader characteristics including vocabulary, background knowledge, working memory and reading fluency were the most influential in explaining variation in reading comprehension item performance. Passage features explained some variation in item difficulties, with expository passages and deep cohesion being the most influential. Most importantly, a few text-reader interactions affected reading comprehension test scores. However, their effects were not pronounced, as good readers tended to perform better than poor readers regardless of the text they read. Better word and world knowledge was found to be the most helpful in understanding texts of variable difficulty. These findings are consistent with research that targets the building of vocabulary skill and background knowledge in order to improve reading comprehension, and suggests that the benefits of such development would apply to a wide variety of texts and to both memory for what has been read as well as drawing inferences from the text. The study further showed that explanatory item response models can be applied in a meaningful way to operational standardized tests, while also highlighting the limitations inherent in such application for explicating the general effects of text characteristics and reader abilities on the comprehension of written language. Advisors/Committee Members: Francis, David J. (advisor), Fletcher, Jack M. (committee member), Barnes, Marcia (committee member), Tackett, Jennifer L. (committee member).

Subjects/Keywords: reading comprehension; reader characteristics; text features; comprehension processes; explanatory item response models

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Kulesz, P. A. (2014). THE EFFECTS OF READER CHARACTERISTICS, TEXT FEATURES, AND COMPREHENSION PROCESSES ON READING COMPREHENSION. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/752

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kulesz, Paulina A. “THE EFFECTS OF READER CHARACTERISTICS, TEXT FEATURES, AND COMPREHENSION PROCESSES ON READING COMPREHENSION.” 2014. Thesis, University of Houston. Accessed October 21, 2018. http://hdl.handle.net/10657/752.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kulesz, Paulina A. “THE EFFECTS OF READER CHARACTERISTICS, TEXT FEATURES, AND COMPREHENSION PROCESSES ON READING COMPREHENSION.” 2014. Web. 21 Oct 2018.

Vancouver:

Kulesz PA. THE EFFECTS OF READER CHARACTERISTICS, TEXT FEATURES, AND COMPREHENSION PROCESSES ON READING COMPREHENSION. [Internet] [Thesis]. University of Houston; 2014. [cited 2018 Oct 21]. Available from: http://hdl.handle.net/10657/752.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kulesz PA. THE EFFECTS OF READER CHARACTERISTICS, TEXT FEATURES, AND COMPREHENSION PROCESSES ON READING COMPREHENSION. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/752

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

15. Fernandez, Vindia. Cortico-cerebellar connectivity in reading impaired children: A probabilistic tractography study.

Degree: Psychology, Department of, 2014, University of Houston

URL: http://hdl.handle.net/10657/876

► Very little is known about cortico-cerebellar connectivity as it relates to individuals with dyslexia. Building on previous findings of decreased volume in the anterior lobe… (more)

Subjects/Keywords: cerebellum; DTI; tractography; dyslexia; reading; children; Clinical psychology

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APA (6^th Edition):

Fernandez, V. (2014). Cortico-cerebellar connectivity in reading impaired children: A probabilistic tractography study. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/876

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Fernandez, Vindia. “Cortico-cerebellar connectivity in reading impaired children: A probabilistic tractography study.” 2014. Thesis, University of Houston. Accessed October 21, 2018. http://hdl.handle.net/10657/876.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Fernandez, Vindia. “Cortico-cerebellar connectivity in reading impaired children: A probabilistic tractography study.” 2014. Web. 21 Oct 2018.

Vancouver:

Fernandez V. Cortico-cerebellar connectivity in reading impaired children: A probabilistic tractography study. [Internet] [Thesis]. University of Houston; 2014. [cited 2018 Oct 21]. Available from: http://hdl.handle.net/10657/876.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fernandez V. Cortico-cerebellar connectivity in reading impaired children: A probabilistic tractography study. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/876

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

16. Harik, Lindsey. WRITTEN EXPRESSION FOLLOWING PEDIATRIC TRAUMATIC BRAIN INJURY IN SCHOOL-AGED CHILDREN.

Degree: Psychology, Department of, 2012, University of Houston

URL: http://hdl.handle.net/10657/ETD-UH-2012-05-464

► The purpose of this thesis was to investigate the effect of traumatic brain injury on written expression in school-aged children. In particular, the mediating effect… (more)

▼ The purpose of this thesis was to investigate the effect of traumatic brain injury on written expression in school-aged children. In particular, the mediating effect of core and supporting processes of written expression on the effect of traumatic brain injury on written expression was explored. Core skills are those that are thought to be specific to written expression, and in particular, the mechanical execution of written language. The core skills assessed in this study were graphomotor speed, fine motor speed and coordination, spelling and writing fluency. Supporting skills are those processes that are not unique to writing but are necessary for completing most cognitive tasks, and are frequently affected by traumatic brain injury. The supporting skills assessed in this study were processing speed, working memory, and sustained and focused attention. The performance of children with traumatic brain injury was compared to a group of children with orthopedic injuries. Principal components analysis was used to elucidate the primary core and supporting components of written expression. Four components were retained: orthographic output, fine motor skills, working memory and vigilance. Consistent with previous literature, children in the head-injured group performed more poorly on the primary outcome measure of written expression, both core components and working memory. There was no difference between groups, however, on vigilance performance. Bootstrap regression analyses revealed that the effect of traumatic brain injury on written expression was significantly mediated by orthographic output. This finding is relevant for intervening on written expression difficulties in children with traumatic brain injury. Emphasizing orthographic output as a part of already well-established written expression interventions may provide added benefit in this population. Advisors/Committee Members: Ewing-Cobbs, Linda (advisor), Hannay, H. Julia (advisor), Swank, Paul R. (committee member), Fletcher, Jack M. (committee member), Tian, T. Siva (committee member).

Subjects/Keywords: TBI; children; written expression; Clinical neuropsychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Harik, L. (2012). WRITTEN EXPRESSION FOLLOWING PEDIATRIC TRAUMATIC BRAIN INJURY IN SCHOOL-AGED CHILDREN. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/ETD-UH-2012-05-464

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Harik, Lindsey. “WRITTEN EXPRESSION FOLLOWING PEDIATRIC TRAUMATIC BRAIN INJURY IN SCHOOL-AGED CHILDREN.” 2012. Thesis, University of Houston. Accessed October 21, 2018. http://hdl.handle.net/10657/ETD-UH-2012-05-464.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Harik, Lindsey. “WRITTEN EXPRESSION FOLLOWING PEDIATRIC TRAUMATIC BRAIN INJURY IN SCHOOL-AGED CHILDREN.” 2012. Web. 21 Oct 2018.

Vancouver:

Harik L. WRITTEN EXPRESSION FOLLOWING PEDIATRIC TRAUMATIC BRAIN INJURY IN SCHOOL-AGED CHILDREN. [Internet] [Thesis]. University of Houston; 2012. [cited 2018 Oct 21]. Available from: http://hdl.handle.net/10657/ETD-UH-2012-05-464.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Harik L. WRITTEN EXPRESSION FOLLOWING PEDIATRIC TRAUMATIC BRAIN INJURY IN SCHOOL-AGED CHILDREN. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/ETD-UH-2012-05-464

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

17. Gerst, Elyssa Hope. Cognitive and Behavioral Rating Measures of Executive Function as Predictors of Academic Outcomes in Children.

Degree: Psychology, Department of, University of Houston

URL: http://hdl.handle.net/10657/2813

► The present study aimed to compare the interrelations of cognitive (or performance-based) versus behavioral rating measures four specific domains of Executive Function (EF), and to… (more)

Subjects/Keywords: Executive Functions; Academic Skills

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Gerst, E. H. (n.d.). Cognitive and Behavioral Rating Measures of Executive Function as Predictors of Academic Outcomes in Children. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/2813

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Gerst, Elyssa Hope. “Cognitive and Behavioral Rating Measures of Executive Function as Predictors of Academic Outcomes in Children.” Thesis, University of Houston. Accessed October 21, 2018. http://hdl.handle.net/10657/2813.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Gerst, Elyssa Hope. “Cognitive and Behavioral Rating Measures of Executive Function as Predictors of Academic Outcomes in Children.” Web. 21 Oct 2018.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Gerst EH. Cognitive and Behavioral Rating Measures of Executive Function as Predictors of Academic Outcomes in Children. [Internet] [Thesis]. University of Houston; [cited 2018 Oct 21]. Available from: http://hdl.handle.net/10657/2813.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Gerst EH. Cognitive and Behavioral Rating Measures of Executive Function as Predictors of Academic Outcomes in Children. [Thesis]. University of Houston; Available from: http://hdl.handle.net/10657/2813

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

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