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Neuropsychological Rehabilitation
An International Journal
Volume 14, 2004 - Issue 4
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The effects of frontal injury on “on-line” self-monitoring during verbal learning by adults with diffuse brain injury

Mary R. T. Kennedy Ph.D. University of Minnesota, Minneapolis, USACorrespondence[email protected]
&
Kathryn M. Yorkston University of Washington, Seattle, USA
Pages 449-465 | Received 01 Jul 2003, Published online: 17 Feb 2007

Citations (7)

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Read on this site (2)

Pradeep Ramanathan, Ran Liu, Ming-Hui Chen & Mary R. T. Kennedy. (2022) Memory and Executive Functions Subserving Judgments of Learning: Cognitive Reorganization After Traumatic Brain Injury. Neuropsychological Rehabilitation 32:9, pages 2203-2226.
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Miriam Krause & Mary R. T. Kennedy. (2009) Metamemory adjustments over time in adults with and without traumatic brain injury. Brain Injury 23:12, pages 965-972.
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Articles from other publishers (5)

Jerry K. Hoepner, Mandi Salo & Haley Weich. (2019) Replication of a dynamic coaching program for college students with acquired brain injury. Clinical Archives of Communication Disorders 4:2, pages 98-112.
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Pradeep Ramanathan, Mary R. T. Kennedy & Chad J. Marsolek. (2014) Implicit Memory Influences on Metamemory During Verbal Learning After Traumatic Brain Injury. Journal of Speech, Language, and Hearing Research 57:5, pages 1817-1830.
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Mary R. T. Kennedy & Miriam O. Krause. (2011) Self-Regulated Learning in a Dynamic Coaching Model for Supporting College Students With Traumatic Brain Injury. Journal of Head Trauma Rehabilitation 26:3, pages 212-223.
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John Dunlosky, Michael J. Serra & Julie M. C. Baker. 2007. Handbook of Applied Cognition. Handbook of Applied Cognition 137 161 .
Mary Kennedy. (2006) Managing Memory and Metamemory Impairments in Individuals with Traumatic Brain Injury. The ASHA Leader 11:14, pages 8-36.
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