Beneficial Effects of Expressive Writing in the Elderly

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dc.contributor.advisor Dr. Jason C. Allaire, Committee Chair en_US
dc.contributor.advisor Dr. Thomas Hess, Committee Member en_US
dc.contributor.advisor Dr. Katherine Klein, Committee Member en_US
dc.contributor.author Weatherbee, Sarah Rose en_US
dc.date.accessioned 2010-04-02T17:57:31Z
dc.date.available 2010-04-02T17:57:31Z
dc.date.issued 2007-01-22 en_US
dc.identifier.other etd-10182006-102710 en_US
dc.identifier.uri http://www.lib.ncsu.edu/resolver/1840.16/664
dc.description.abstract The current investigation examined whether expressive writing produced gains in elders' cognitive functioning. Given previous research, it was expected that expressive writing would reduce intrusive thoughts, which would lead to gains in cognitive performance. In the current study community dwelling elders (n = 61) with a mean age of 75 years (range = 61 — 94; SD = 7.70) were given a 2-hour pretest battery, which consisted of measures of basic cognitive ability, everyday cognition, and intrusive thinking. Following pretesting participants were randomly assigned to either the emotional expressive writing group or the non-emotional writing group where they were instructed to write for 20 minutes on five occasions over 10-days. Following the intervention all participants returned for post-testing, which occurred seven days after the writing period. Contrary to expectations, there was no evidence of a time by condition interaction for intrusive thinking. When cognitive change was examined a pretest to posttest gain was found for processing speed performance when collapsing across the two experimental groups. A similar pattern was also found for the measure of everyday cognitive functioning within the domain of memory. Discussion will focus on the fact that changes in cognitive performance may not necessarily be attributed entirely to the intervention; rather it could be mental exercise or mere practice effects. en_US
dc.rights I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dis sertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. en_US
dc.subject expressive writing en_US
dc.subject cognitive intervention en_US
dc.subject elderly en_US
dc.title Beneficial Effects of Expressive Writing in the Elderly en_US
dc.degree.name MS en_US
dc.degree.level thesis en_US
dc.degree.discipline Psychology en_US


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