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Literature Review for Articles on Brain Injury

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Please help with doing a literature review with the following articles:

Lengenfelder, J., Chiaravalloti, N. D., & DeLuca, J. (2007). The efficacy of the generation effect in improving new learning in persons with traumatic brain injury. Rehabilitation Psychology, 52(3), 290.

Yeates, K. O., & Enrile, B. G. (2005). Implicit and explicit memory in children with congenital and acquired brain disorder. Neuropsychology, 19(5), 618.

Donders, J., & Hoffman, N. M. (2002). Gender differences in learning and memory after pediatric traumatic brain injury. Neuropsychology, 16(4), 491.

Guilmette, T. J., & Rasile, D. (1995). Sensitivity, specificity, and diagnostic accuracy of three verbal memory measures in the assessment of mild brain injury. Neuropsychology, 9(3), 338.

Johnstone, B., Vieth, A. Z., Johnson, J. C., & Shaw, J. A. (2000). Recall as a function of single versus multiple trials: Implications for rehabilitation. Rehabilitation Psychology, 45(1), 3.

Farmer, J. E., & Johnson-Gerard, M. (1997). Misconceptions about traumatic brain injury among educators and rehabilitation staff: A comparative study. Rehabilitation Psychology, 42(4), 273.

Hart, R. P. (1994). Forgetting in traumatic brain-injured patients with persistent memory impairment. Neuropsychology, 8(3), 325.

Haslam, C., Bazen-Peters, C., & Wright, I. (2012). Errorless learning improves memory performance in children with acquired brain injury: A controlled comparison of standard and self-generation techniques. Neuropsychological rehabilitation, 22(5), 697-715.

Arango-Lasprilla, J. C., Quijano, M. C., Nicholls, E., Aponte, M., Lequerica, A. H., Cuervo, M. T., & Rogers, H. (2012). The usefulness of self-generation to improve learning and memory in Spanish-speaking individuals with traumatic brain injury from Colombia. Brain Injury, 26(6), 875-881.

Lajiness-O'Neill, R., Erdodi, L., & Bigler, E. D. (2010). Memory and learning in pediatric traumatic brain injury: a review and examination of moderators of outcome. Applied neuropsychology, 17(2), 83-92.

Alemam, A. I., Mohamad, H. A., & Alhadad, A. A. (2013). Memory and Attention Impairment after Traumatic Brain Injury. Egyptian Journal of Neurology, Psychiatry & Neurosurgery, 50(2).

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The following solution involves a literature review.

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Hope you are well.

--Can some someone help me to make a literature review with the attached articles?

The aim literature review is to focus on the author's main points and the personal perception to the overall content to inform readers of what to expect. Consider the main points of reference by the authors to decipher their primary goal to reaching a certain conclusion on a particular subject matter. In doing so, the author(s) intent is more defined and relayed to the reader within the literature review to reinforce the subject matter of the article title. For instance, the following aspect should reflect in considering to writing the final literature review of articles, such as, the main concepts indicating:


Lengenfelder, Jean., Chiaravalloti, Nancy and Luca, John (2007), The Efficacy of Generation Effect in Improving New Learning in Persons with Traumatic Brain Injury

"The author's main objective is in the evaluation of the usefulness of a generation that aims in improving one's own learning and memory skills. The study research conducted by the authors indicated that the generation effect in improving learning within neurologically impaired individuals honed on the synergy of the brain due to the injury."

Try and identify the main thesis of in the first few sections or pages to fully understanding and writing up a review. Then, the goal is to expand further into the research study to incorporate research findings accordingly to bringing depth of understanding to authors purpose.

Sample 2:

Donders, Jacobus., Hoffman, Nicole., (2002), Gender Differences in Learning and Memory after Pediatric Traumatic Brain Injury

"The authors reach on thirty boys and girls that sustained traumatic brain injury indicated in how some genders score lower on the CVLT-C (California Verbal Learning Test) than another gender identity. Thus, the authors intention relates ...

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