Advisor(s) - Committee Chair
Dr. Aaron Hughey (Director), Dr. Monica Burke and Dr. Karl Laves
Educational Leadership Doctoral Program
Doctor of Education
Individuals with disorders of the corpus callosum (DCC) may have subtle cognitive differences. Historically, confabulation has been associated with DCC. Therapies to mitigate confabulation is a newly emerging field. This study explores the possible educational implications that those with DCC may experience with confabulation.
The community of people with DCC and the community of people who interact with individuals with DCC were surveyed to ascertain the prevalence of confabulation within the population of those with DCC. A subset of questions probed whether age and/or gender impact the rates of reported confabulation. The research paradigm included a section that covered the possible discrepancy between self-reporting of confabulation and incident reporting by others. Potential educational implications were explored and recorded.
Findings indicate that confabulation issues are a concern in the DCC community, specifically provoked confabulation issues as an educational concern. Confabulation occurs across the ages and is not gender specific. Individuals with DCC self-report incidences of confabulation at a lesser rate than the population who interact with people with DCC.
This investigation is foundational for the exploration of educational methods for mitigating confabulation. The specific population of individuals with DCC, and the community who interact with individuals with DCC, can benefit from educational best practices based on information from this research.
Cognitive Neuroscience | Developmental Psychology | Disability Law | Early Childhood Education
Wright, Cheryl Lynn, "Confabulation in Individuals with Disorders of the Corpus Callosum: Educational Implications" (2017). Dissertations. Paper 133.