The roles of executive functioning, simple attention, and medial temporal lobes in early learning, late learning, and delayed recall

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Acknowledgments

The data in this work was supported by an Institutional Development Award (IDeA) from the National Institute of General Medical Sciences of the National Institutes of Health under grant number 5P20 GM109025.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. A second function was also significant with a canonical correlation of r = .358, 12.8% variance explained, F_{(16, 250)} = 2.643, p = .014, Wilks’ Λ = .872. This function represents variance that is independent of that accounted for in the first function; because this was unexpected, explains little variance, and it is not clear what constructs it represents, we refrain from interpreting it.

Additional information

Funding

This work was supported by an Institutional Development Award (IDeA) from the National Institute of General Medical Sciences of the National Institutes of Health under grant number 5P20 GM109025. It was also supported by the Nevada exploratory Alzheimer’s Disease Research Center grant (P20 AG068053) through the National Institute on Aging of the National Institutes of Health.