Despite the large number of reports dealing with the effects of brain damage on human intelligence and perception, surprisingly little has been written about learning per se subsequent to brain damage. Moreover, the effects of brain damage in adults and those in children have for the most part been treated in the literature as independent areas of study. Although the reports for both groups began to appear at approximately the same time, they did so within different contexts. This may account in part for the dichotomy. Work with adults was done in neurological clinics and hospital laboratories, whereas the study of children was carried on mainly in educational and various non-medical settings. The persistence of this unfortunate dichotomy is exemplified by two recent review monographs, one describing research with adults (Meyer, 1960), the other with children (Birch, 1964). [...]
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.118802 |
| Date | January 1966 |
| Creators | Witelson, Sandra Judith. |
| Contributors | Rabinovitch, M. (Supervisor) |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Doctor of Philosophy. (Department of Psychology.) |
| Rights | All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated. |
| Relation | alephsysno: NNNNNNNNN, Theses scanned by McGill Library. |
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