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Journal articles on the topic 'Learning disabled children Learning disabled children Cognitive learning'

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Published: 4 June 2021

Last updated: 5 February 2022

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1

Elliott, Colin D. "Cognitive profiles of learning disabled children." British Journal of Developmental Psychology 7, no. 2 (June 1989): 171–78. http://dx.doi.org/10.1111/j.2044-835x.1989.tb00797.x.

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2

Brainard, Richene Bevilaqua, Donald J. Viglione, and Jared R. D. Wilke. "A Comparison of Learning-Disabled Children and Non-Learning-Disabled Children on the Rorschach." Rorschachiana 35, no. 1 (January 2014): 66–91. http://dx.doi.org/10.1027/1192-5604/a000049.

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The purpose of this study was to examine the differences between learning-disabled (LD) and non-learning-disabled (non-LD) students on the Rorschach inkblot test to help determine how differently the two groups process information. Using the cognitive triad in Exner’s Comprehensive System (CS), the variables consistent with past research and most representative of each of the three stages of the cognitive triad were investigated. The sample consisted of 62 schoolchildren in the age range of 7–12 years in the US state of California. Thirty-one children were identified as LD and were matched on age, gender, and ethnicity with a student who was identified as non-LD. The groups’ responses were compared using a one-way Analysis of Variance (ANOVA) to determine whether differences existed between the groups for each of the Rorschach variables F%, W+, XA%, and WSum6. This study concluded that LD children are unable to perceive, interpret, and synthesize information from their environment in a clear and realistic way when compared with their non-LD peers.

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Carras, Porto. "Transient cognitive impairment in learning disabled children." International Journal of Psychophysiology 18, no. 2 (November 1994): 89. http://dx.doi.org/10.1016/0167-8760(94)90286-0.

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Kerr, Robert, and Kathy Hughes. "Movement Difficulty and Learning Disabled Children." Adapted Physical Activity Quarterly 4, no. 1 (January 1987): 72–79. http://dx.doi.org/10.1123/apaq.4.1.72.

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Results of recent research have implicated information processing deficits in explaining the poor academic performance of learning disabled children. However, the motor difficulties of these children have not been extensively studied from a processing framework, yet cognitive skills are inherent to the successful performance of motor skills. Sixteen learning disabled and sixteen control subjects ranging in age from 6 to 8 years were tested on a Fitts’ reciprocal tapping task using 16 different target combinations with the ID ranging from 1.50 to 6.64 bits. Analysis of the slope and intercept coefficients showed a significant difference for intercept but not for slope. These data suggest that the problem may not be a major processing deficit, as the learning disabled children were able to handle the increased task difficulty in the same manner as the controls. Instead the problem may exist at the very early input stage of the processing mechanism: getting the information into the system.

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Watson, Marie May, and Bonita Renée Greenberg. "Referential Communication Abilities of Learning-Disabled, Language-Learning-Disabled, and Normal School-Age Children." Perceptual and Motor Skills 66, no. 1 (February 1988): 11–18. http://dx.doi.org/10.2466/pms.1988.66.1.11.

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Past research in referential communication has indicated normally developing children show developmental progression in ability to communicate a specific referent to a listener. In one paradigm subjects were given lists of word-pairs in which one member of each pair was designated as the referent. It was shown that communicating about referents found in word-pairs associated in some way was more difficult than communicating about referents in dissimilar word-pairs. The present study extended this methodology to learning-disabled children. Learning-disabled, language-learning-disabled, and normally achieving children were asked to communicate about 30 pictured referents on three different tasks. On Tasks 1 and 2 each subject was asked to give a clue for the referent that would distinguish it from the other picture. Stimuli for Task 1 were 30 pairs of pictures that were related in some way and the stimuli for Task 2 were 30 pairs of unrelated pictures. Task 3 required the subjects to evaluate the adequacy of the examiner's clues for Task 1 stimuli. The disabled subjects were matched to the normally achieving subjects on the basis of receptive vocabulary age. Few differences were noted among the groups' performances on these referential communication tasks. Implications include the importance of vocabulary and concept development to referential communication.

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6

Elliott, Digby, and Bernie Hennessey. "Visual Feature Integration in Learning Disabled Children." Perceptual and Motor Skills 65, no. 3 (December 1987): 927–32. http://dx.doi.org/10.2466/pms.1987.65.3.927.

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This study examined the ability of 7 learning disabled children to detect and integrate visual features in a complex display. While the learning disabled children performed more poorly over-all than 6 control children, differences between the two groups were most pronounced when subjects were required to conjoin or integrate visual features to make a decision about the presence of a target item. This finding is discussed with reference to automatic and attention-demanding components of visual perception.

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7

Gillies, Robyn. "Using cognitive behaviour training activities and group processes to enhance spelling performance." Queensland Journal of Guidance and Counselling 4 (November 1990): 69–77. http://dx.doi.org/10.1017/s1030316200000285.

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This study was conducted to determine whether cognitive behaviour modification training procedures, implemented in small group settings of learning disabled children and low progress children, was effective in improving their spelling through writing. The study demonstrated two main outcomes. Firstly, it showed that learning disabled children can be taught specific cognitive training strategies to help them regulate their self-instructional behaviours in spelling and these skills can generalise to spelling situations outside the original training program. Secondly, it showed that reciprocal gains occur when learning disabled children work cooperatively with other low progress spellers.

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Gillies, Robyn. "Tutoring learning disabled children using cognitive strategy training techniques." Queensland Journal of Guidance and Counselling 3 (November 1989): 15–28. http://dx.doi.org/10.1017/s1030316200000145.

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The purpose of the present study was to evaluate the effect of a peer tutoring program that was implemented to improve the reading skills of a group of learning disabled children. The study used peer tutoring strategies in conjunction with cognitive strategy training techniques to change the reading behaviours of both the tutors and tutees. Emphasis was attached to ensuring that reciprocal benefits would be derived by both the tutors and tutees by sharing a task on which there was room for both to gain in skill. The results indicated that learning disabled children can be tutored by peers who are only slightly better readers and that reading gains accrued to both parties.

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9

Nasir, Syeda Iffat. "SENSORY INTEGRATION VERSUS COGNITIVEBEHAVIORAL THERAPY ON BEHAVIORAL ISSUES IN LEARNING-DISABLED CHILDREN." Pakistan Journal of Rehabilitation 9, no. 2 (July 1, 2020): 11–17. http://dx.doi.org/10.36283/pjr.zu.9.2/004.

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BACKGROUND AND AIMS Number of studies demonstrated that children with learning disabilities suffers from emotional-behavioral problems, however neurophysiologic approaches are efficient to produce better health-related outcomes thus this study aimed to investigate the effectiveness of sensory integration versus cognitive-behavioral therapy on behavioral issues of learning-disabled children. METHODOLOGY A Randomized Controlled Trial included 30 learning disabled-children, diagnosed by Psychologist on the standardized criteria, divided into Group-A (n=15) and B (n=15) where Group-A performed Sensory Integration while B performed Cognitive-Behavioral Therapy for 4 weeks. Data was collected at baseline and post the intervention on Behavioral Problem Scale and Conner’s Teacher Rating Scale respectively. RESULTS Both the groups showed significant results (p<0.05), however Group-A showed marked reduction in BPS in comparison to B while CTRS was observed with slight greater improvement in Group-B than A. CONCLUSION It was concluded that sensory integration is as effective as cognitive behavioral therapy in improving behavioral problems of learning-disabled children. KEYWORDS Learning, Behavior, Children, Cognitive-Function, Disability Evaluation, Rehabilitation.

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Vermeulen, Jan, Simone W. A. T. Kortstee, Willem C. J. Alpherts, and Albert P. Aldenkamp. "Cognitive performance in learning disabled children with and without epilepsy." Seizure 3, no. 1 (March 1994): 13–21. http://dx.doi.org/10.1016/s1059-1311(05)80157-8.

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Margalit, Malka, Amiram Raviv, and Naomi Pahn‐Steinmetz. "Social Competence of Learning Disabled Children: Cognitive and Emotional Aspects." Exceptional Child 35, no. 3 (November 1988): 179–89. http://dx.doi.org/10.1080/0156655880350306.

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12

Cotugno, Albert J. "Cognitive Control Functioning in Hyperactive and Nonhyperactive Learning Disabled Children." Journal of Learning Disabilities 20, no. 9 (November 1987): 563–67. http://dx.doi.org/10.1177/002221948702000909.

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13

Cammisa, Kathryne M. "Educational Kinesiology with Learning Disabled Children: An Efficacy Study." Perceptual and Motor Skills 78, no. 1 (February 1994): 105–6. http://dx.doi.org/10.2466/pms.1994.78.1.105.

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Educational Kinesiology is a treatment using specific movements to access different parts of the brain in maximizing learning potential. It has been recommended for use with learning disabled children; however, studies validating its effects are limited. The school records of 25 students each with a diagnosis of specific learning disability were examined for pre- and posttest scores on academic and perceptual motor skill measures following an Educational Kinesiology program. Analysis indicated significant improvement in perceptual motor skills following the Educational Kinesiology program. The change in academic skills was not significant. Educational Kinesiology is recommended as a treatment to improve perceptual motor function of learning disabled children. Other variables affecting this study as well as clinical and research implications are discussed.

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Ross, Gail, Evelyn Lipper, and Peter A. M. Auld. "Cognitive Abilities and Early Precursors of Learning Disabilities in Very-low-birthweight Children with Normal Intelligence and Normal Neurological Status." International Journal of Behavioral Development 19, no. 3 (September 1996): 563–80. http://dx.doi.org/10.1177/016502549601900307.

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Fifty-nine of 88 children with birthweights ≤1500 grams had normal Full Scale IQ scores (≥80) and were judged to have normal neurological status at 7 to 8 years old. Twenty-two (37%) of these children were classified as being learning-disabled, as they had academic achievement scores ≤25th percentile. The children with learning disabilities had significantly lower Full Scale and Verbal IQ scores on the Wechsler Intelligence Scale for Children-Revised (1974), but they did not differ significantly from the normal children without learning disabilities on Performance IQ. Learning-disabled children also scored significantly lower on some tests of auditory processing and auditory memory, but not on visuo-motor abilities. Discriminant function analysis indicated that it was possible to correctly predict classification of 81% of the children as learning-disabled or not, based on measures of neonatal respiratory distress and social class level, 1-year mental and neuromotor abilities, and 3-year-old measures of language and visuo-motor integration. Results suggest that verbal deficits, rather than visuo-motor ones, underly learning disabilities at school age in prematurely born children and that these children exhibit signs of subtle neurological impairment at earlier ages.

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Meyer, Martha J., Sheryl Lee Day, and Yung-Bin Benjamin Lee. "Symmetry in Building Block Design for Learning Disabled and Nonlearning Disabled Boys." Perceptual and Motor Skills 74, no. 3_suppl (June 1992): 1031–39. http://dx.doi.org/10.2466/pms.1992.74.3c.1031.

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This study examined perceptual differences in symmetry with and without a model between 21 learning disabled boys with reading deficits and 28 learning disabled boys with deficits in mathematics. 55 nonlearning disabled boys served as controls. All boys were in Grades 3, 4, or 5. Without a model, all learning disabled boys built significantly more asymmetrical building block designs than nonlearning disabled boys. However, with a model, all learning disabled boys could imitate the model, but it took them longer to complete the task successfully. All boys appeared to have difficulty in modeling asymmetrical tasks taking more time for task completion after seeing an asymmetrical model. This study suggests modeling perceptual tasks might be an effective teaching strategy for such children

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Paris, Scott G., and Evelyn R. Oka. "Strategies for Comprehending Text and Coping with Reading Difficulties." Learning Disability Quarterly 12, no. 1 (February 1989): 32–42. http://dx.doi.org/10.2307/1510250.

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Reading is a foundation for literacy and education, yet it presents formidable problems for learning disabled children. Although some of these difficulties may have specific perceptual or phonological roots, we argue that they become pervasive roadblocks to learning and motivation. Thus, children who cannot decode words, identify main ideas, or summarize text well become frustrated. We discuss how, as a result of such frustration, learning disabled children develop counterproductive coping strategies and fail to use effective cognitive strategies. Interventions that teach students (a) how to use strategies selectively and (b) how to set goals, persevere, and make accurate attributions while reading help learning disabled readers significantly. The metacognitive and motivational characteristics of these successful interventions will be considered in terms of “cognitive coaching.” Instruction that incorporates the twin goals of enabling and empowering students is likely to lead to stable improvements in both acquisition and use of adaptive learning strategies.

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Wharry, Rhoda E., Sue W. Kirkpatrick, and Kimberle D. Stokes. "Motor Training and Precision Performance with Learning Disabled Children." Perceptual and Motor Skills 65, no. 3 (December 1987): 973. http://dx.doi.org/10.2466/pms.1987.65.3.973.

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Bender, William N. "Inferred Brain Hemispheric Preference and Behavior of Learning Disabled Students." Perceptual and Motor Skills 64, no. 2 (April 1987): 521–22. http://dx.doi.org/10.2466/pms.1987.64.2.521.

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Correlations between teachers' ratings of behavior and a paper-and-pencil score for brain hemispheric preferences were generated for 38 learning disabled and 38 nonlearning disabled children in Grades 3 to 6, to identify previously described relationships for nonhandicapped children. Also, the children were compared on scores for brain hemispheric preference. Only one correlation between the teachers' ratings of behavior and hemispheric preference was noted for each group. Also, F tests indicated no difference in hemispheric preferences between the groups.

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Obrzut, John E., Ann Obrzut, M. P. Bryden, and Sharon G. Bartels. "Information processing and speech lateralization in learning-disabled children." Brain and Language 25, no. 1 (May 1985): 87–101. http://dx.doi.org/10.1016/0093-934x(85)90122-1.

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Wong, Bernice Y. L., Roderick Wong, and Jennifer Blenkinsop. "Cognitive and Metacognitive Aspects of Learning Disabled Adolescents' Composing Problems." Learning Disability Quarterly 12, no. 4 (November 1989): 300–322. http://dx.doi.org/10.2307/1510212.

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This study investigated the cognitive and metacognitive aspects of writing problems in learning disabled adolescents. Twenty-one learning disabled eighth and eleventh graders constituted the target population. The comparison groups included 15 normally achieving eighth graders and a reading-age control group of 23 normally achieving sixth graders. The participants wrote two reportive essays and one argument essay, and answered a questionnaire designed to probe their metacognition about the writing process. Results indicated that normally achieving eighth graders consistently and clearly surpassed their learning disabled counterparts in both quality and quantity of essay writing. Adult judges rated normally achieving eighth graders' essays to be substantially more interesting, much clearer in communicating the goals, and to contain a substantially more felicitous word choice than those of learning disabled eighth and eleventh graders. Moreover, they wrote longer essays with much fewer spelling errors than learning disabled eighth and eleventh graders. Finally, they possessed more mature and articulate conceptions of the writing task, and were more aware of the relevance of planning and audience in writing. In striking contrast, the learning disabled eighth and eleventh graders were comparable to the normally achieving sixth graders in their performances across a broad front. This comparability occurred in the three categories of holistic ratings of essays (interestingness, clarity in communication of goals, and word choice), structural ratings of paragraphs, and metacognition about the writing process. Interestingly, learning disabled eighth and eleventh graders were superior to normally achieving sixth graders in length of essays. However, the consistent, broad picture was that the learning disabled adolescents performed at a very similar level to that of younger normally achieving children. These findings permit the conclusion that the learning disabled adolescents in this study showed a developmental delay in the cognitive and metacognitive aspects of writing.

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Mallinger, Barry L., and Kaye F. Longley. "Bip-Bender Protocols of Learning Disabled and Regular Education Students." Perceptual and Motor Skills 67, no. 1 (August 1988): 193–94. http://dx.doi.org/10.2466/pms.1988.67.1.193.

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20 learning disabled and 20 normal elementary school children took the Bender Visual-Motor Gestalt Test twice, once under standard conditions and again using Background Interference Procedure paper. Based on Koppitz's scoring system, the disabled pupils did equally poorly on both modes but performed significantly worse than the normal children when given the standard Bender first. No other differences were found. Other scoring methods are suggested for investigation.

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Meline, Timothy J. "Referential communication skills of learning disabled/language impaired children." Applied Psycholinguistics 7, no. 2 (June 1986): 129–39. http://dx.doi.org/10.1017/s0142716400007359.

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ABSTRACTCommunicative behaviors used in encoding new information were examined. Eighteen learning disabled/language impaired (LD/LI) children were compared with two matched groups of normally developing children: age-mates and language-mates. Behaviors studied included measures of communicative effectiveness, communicative efficiency, verbal output, and referential strategies. LD/LI children did not differ significantly from age-mates. However, they did significantly outperform language-mates. Deficient lexicon and deficient comparison activity hypotheses are discussed in light of the results.

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Manis, Franklin R., Paula L. Savage, Frederick J. Morrison, Colette C. Horn, Margaret J. Howell, Patricia A. Szeszulski, and Liana K. Holt. "Paired associate learning in reading-disabled children: Evidence for a rule-learning deficiency." Journal of Experimental Child Psychology 43, no. 1 (February 1987): 25–43. http://dx.doi.org/10.1016/0022-0965(87)90049-x.

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Poole, Janet L., and Colleen M. Schneck. "Developmental Differences in Praxis in Learning-Disabled and Normal Children and Adults." Perceptual and Motor Skills 78, no. 3_suppl (June 1994): 1219–28. http://dx.doi.org/10.2466/pms.1994.78.3c.1219.

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Gestures made on tasks in response to verbal command or to imitation and on tasks involving axial and distal movements were compared for groups of learning-disabled and normal children and adults. The 15 learning-disabled children and 15 adults scored lower than the 15 normal children and 15 adults on all tasks. All groups scored higher on imitation than on verbal command and scored similarly on the axial and distal tasks. The findings from this study suggest that it would be worthwhile to test the hypothesis that dyspraxic behaviors may persist into adulthood.

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Berlin, Donna F. "Tactile Stimulation and Interhemispheric Communication by Learning Disabled Children: An Exploratory Study." Perceptual and Motor Skills 60, no. 3 (June 1985): 731–36. http://dx.doi.org/10.2466/pms.1985.60.3.731.

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33 right-handed, learning disabled children aged 8–10 yr., 11–13 yr., and 14–16 yr. were presented a tactile discrimination task. Pairs of fabrics of different or the same texture were presented to the same hand (uncrossed condition) or alternating hands (crossed condition). Analysis indicated that the total number of crossed errors was significantly greater for the youngest children. There were no significant differences between the groups for the uncrossed condition. These results suggest that younger learning disabled children may experience greater difficulty on a task which required interhemispheric transfer.

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Lorsbach, Thomas C., and Linda J. Worman. "Negative transfer effects in learning disabled children: Evidence for cognitive rigidity?" Contemporary Educational Psychology 13, no. 2 (April 1988): 116–25. http://dx.doi.org/10.1016/0361-476x(88)90011-2.

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Rodriquez-Sutil, Carlos, Isabel Calonge, and Ralph Scott. "Academic Learning Problems and Rorschach Indices: A Spanish Replication." Perceptual and Motor Skills 74, no. 3 (June 1992): 771–78. http://dx.doi.org/10.2466/pms.1992.74.3.771.

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This study compared the Rorschach responses of Spanish children who were and who were not judged by their teachers to be experiencing significant reading problems. With controls exacted on gender, social class, chronological age, and IQ, the responses of 15 pairs of subjects were examined; group differences in perceptual accuracy, self-concept, and reactivity were assessed. Consistent with American studies involving profiles of learning disabled and nonlearning disabled subjects, despite some differences being small, responses of children with reading problems were characterized by lower perceptual accuracy and lower self-concept; inconsistent findings appeared on measures of reactivity. Empirical problems in conducting cross-cultural investigations with the Rorschach are discussed.

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Siegel, Janna, Ruth Cook, and Joyce Gerard. "Differential Categorization of Words by Learning Disabled, Gifted, and Nonexceptional Students." Perceptual and Motor Skills 81, no. 1 (August 1995): 243–50. http://dx.doi.org/10.2466/pms.1995.81.1.243.

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This research was done to answer whether learning disabled students attend to different word features than nonexceptional and gifted students and whether there is a difference by grade Word sorts of meaningful and nonsense words were used to estimate differences between 145 first- and fifth-grade learning disabled, nonexceptional, and gifted groups. Analyses indicated that 54 learning disabled students were more likely to provide no response or to give simpler responses than 61 nonexceptional or 30 gifted peers. Older children ( n = 78) attended to more and varied word features, were more likely to focus on recognizable meaning, and were more able to use syllables as a tool for sorting than were 67 younger children. Significant differences were noted between grade and exceptionality groups. Implications for practical application and further research are discussed.

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Cadieux, Alain. "Relationship between Self-Concept and Classroom Behavior among Learning and Nonlearning Disabled Students in Regular Classes." Perceptual and Motor Skills 82, no. 3 (June 1996): 1043–50. http://dx.doi.org/10.2466/pms.1996.82.3.1043.

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To investigate the relationships of the self-concept with classroom behaviors, the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children and the Self-perception Profile for Learning Disabled Students were administered to 140 learning disabled and 246 nonlearning disabled pupils while teachers completed the Questionnaire on Approach/Avoidance Classroom Behavior toward schoolwork. Correlations showed a meaningful association between scores on the self-concept Behavioral Conduct subscale and rated classroom behavior for subjects of Grades 1 to 4. Also, while the relationship was meaningful for the high achievers, analysis showed few significant relationships for learning-disabled pupils.

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Norris, Carol J., Cheryl D. Foxcroft, and Tertia R. Kroukamp. "Cognitive Maturity and the Questioning Strategies Used by Learning Disabled and Normal Subjects: A Comparative Study." South African Journal of Psychology 26, no. 4 (December 1996): 243–47. http://dx.doi.org/10.1177/008124639602600407.

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The investigators used the Twenty Questions game to examine differences in cognitive maturity and questioning strategies between 44 matched normal and learning disabled subjects. Subjects were subdivided into three groups, (prior, transition, and formal operations) on the basis of their chronological age and corresponding theoretical Piagetian cognitive maturity level. Group differences were statistically analysed using the non-parametric Mann-Whitney U test. Results revealed non-significant differences for the learning disabled and normal prior and transition groups. The learning disabled and normal children in the formal operations groups, however, differed significantly in terms of the cognitive maturity of their strategy utilization during the Twenty Questions task. Implications for cognitive strategy-training programmes with adolescents are examined in the light of the findings.

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Kirkpatrick, Sue W., P. Samuel Campbell, Rhoda E. Wharry, and Pamelyn M. MacDonald. "Performance on the Wechsler Intelligence Scale for Children as Related to Salivary Testosterone in Children with Learning Disabilities: A Poststudy Analysis." Perceptual and Motor Skills 79, no. 1 (August 1994): 577–78. http://dx.doi.org/10.2466/pms.1994.79.1.577.

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Reanalysis of testosterone values published in 1993 gave a significantly higher mean and standard deviation for 15 learning-disabled children scoring P > V than those for 10 scoring V > P but not for a matched nonlearning-disabled group. Replication with larger samples would allow a rest of hemispheric integration.

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Waldron, Karen A., and Diane G. Saphire. "Perceptual and Academic Patterns of Learning-Disabled/Gifted Students." Perceptual and Motor Skills 74, no. 2 (April 1992): 599–609. http://dx.doi.org/10.2466/pms.1992.74.2.599.

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This research explored ways gifted children with learning disabilities perceive and recall auditory and visual input and apply this information to reading, mathematics, and spelling 24 learning-disabled/gifted children and a matched control group of normally achieving gifted students were tested for oral reading, word recognition and analysis, listening comprehension, and spelling. In mathematics, they were tested for numeration, mental and written computation, word problems, and numerical reasoning. To explore perception and memory skills, students were administered formal tests of visual and auditory memory as well as auditory discrimination of sounds. Their responses to reading and to mathematical computations were further considered for evidence of problems in visual discrimination, visual sequencing, and visual spatial areas. Analyses indicated that these learning-disabled/gifted students were significantly weaker than controls in their decoding skills, in spelling, and in most areas of mathematics. They were also significantly weaker in auditory discrimination and memory, and in visual discrimination, sequencing, and spatial abilities. Conclusions are that these underlying perceptual and memory deficits may be related to students' academic problems.

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Saddler, C. Douglas, and Robert L. Buckland. "The Multidimensional Perfectionism Scale: Correlations with Depression in College Students with Learning Disabilities." Psychological Reports 77, no. 2 (October 1995): 483–90. http://dx.doi.org/10.2466/pr0.1995.77.2.483.

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Interpretations of depression in children and adolescents with learning disabilities have tended to be neuropsychological or motivational. Some research has related various cognitive-behavioral constructs with depression and other problematic outcomes for this population. Research with nonlearning-disabled college students has provided correlations for scores on the Self-oriented and the two social scales of the Multidimensional Perfectionism Scale with those on depression. No such work has been done with college students having learning disabilities. Measures for multidimensional perfectionism, anxiety, and depression were administered to 110 learning-disabled undergraduate men and women. Analysis showed that scores on only one of the social scales of perfectionism were positively correlated with depression scores, and this relation was weaker than previously found for nonlearning-disabled students. Findings are discussed in terms of previous research and a motivational interpretation of depression in learning-disabled college students.

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Geary, David C., Keith F. Widaman, Todd D. Little, and Pierre Cormier. "Cognitive addition: Comparison of learning disabled and academically normal elementary school children." Cognitive Development 2, no. 3 (July 1987): 249–69. http://dx.doi.org/10.1016/s0885-2014(87)90075-x.

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Engelbrecht, P. "A South African Perspective on Cognitive Control Therapy for Learning-Disabled Children." School Psychology International 14, no. 2 (May 1993): 111–17. http://dx.doi.org/10.1177/0143034393142002.

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Holguin, Omar, and Claudine Sherrill. "Use of a Motor Creativity Test with Young Learning Disabled Boys." Perceptual and Motor Skills 69, no. 3_suppl (December 1989): 1315–18. http://dx.doi.org/10.2466/pms.1989.69.3f.1315.

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The Torrance Test of Thinking Creatively in Action and Movement, developed to measure the motor creativity of children ages 3 to 8 yr., has been subjected to little psychometric study. The purpose of this study was to examine the feasibility of using this instrument with young learning disabled boys and to determine whether differences between learning disabled boys and the test manual's nondisabled normative sample ( n = 193) were significant. Subjects were 30 learning disabled boys ( M = 8.11 yr.), representing seven different school systems. Significant differences were noted between two groups on fluency, imagination, and total motor creativity but not on originality. Test-retesting over 1 to 14 days gave coefficients of .71 to .89. The alpha coefficient for total test internal consistency was .79.

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Holguin, Omar, and Claudine Sherrill. "Use of a Motor Creativity Test with Young Learning Disabled Boys." Perceptual and Motor Skills 69, no. 3-2 (December 1989): 1315–18. http://dx.doi.org/10.1177/00315125890693-246.

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The Torrance Test of Thinking Creatively in Action and Movement, developed to measure the motor creativity of children ages 3 to 8 yr., has been subjected to little psychometric study. The purpose of this study was to examine the feasibility of using this instrument with young learning disabled boys and to determine whether differences between learning disabled boys and the test manual's nondisabled normative sample ( n = 193) were significant. Subjects were 30 learning disabled boys ( M = 8.11 yr.), representing seven different school systems. Significant differences were noted between two groups on fluency, imagination, and total motor creativity but not on originality. Test-retesting over 1 to 14 days gave coefficients of .71 to .89. The alpha coefficient for total test internal consistency was .79.

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Pfeiffer, Steven I., Jack A. Naglieri, and Daniel H. Tingstrom. "Comparison of the Luria-Nebraska Neuropsychological Battery—Children's Revision and the WISC—R with Learning Disabled Children." Perceptual and Motor Skills 65, no. 3 (December 1987): 911–16. http://dx.doi.org/10.2466/pms.1987.65.3.911.

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This investigation concerned the relationship between the Luria-Nebraska Neuropsychological Battery—Children's Revision and the WISC—R for a sample of 32 children identified as learning disabled. The children's mean age was 9 yr., 11 mo.; they were identified as learning disabled on the basis of ability (WISC—R)/achievement discrepancy test scores. The sample was of low average intellectual ability according to the WISC—R and the Luria-Nebraska T-scores. Intercorrelations between scores on the WISC—R and Luria-Nebraska lists were generally nonsignificant, with the exception of language and arithmetic measures on each test. Also, 84% or 27 of the present sample of 32 were correctly identified as learning disabled using a criterion of three or more Luria-Nebraska subscale scores greater than one SD above the mean.

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Berlin, Donna F. "Tactile Discrimination, Response Mode, and Interhemispheric Communication by Learning Disabled Children." Perceptual and Motor Skills 72, no. 2 (April 1991): 504–6. http://dx.doi.org/10.2466/pms.1991.72.2.504.

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Wolfe, James N. "Relations of Cognitive Functions Associated with the Frontal Lobes and Learning Disorders in Children." Psychological Reports 79, no. 1 (August 1996): 323–33. http://dx.doi.org/10.2466/pr0.1996.79.1.323.

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Various cognitive processes associated with the frontal lobes and their influence upon learning and learning disorders in children were investigated. Subjects were 29 7- to 12-yr.-old boys and girls. Analysis of variance suggested that, as a group, the learning-disabled children scored lower on tasks with a high demand for selective attention, ability to inhibit interference, sequential reasoning, and integration and organization of new information—cognitive functions commonly attributed to the frontal lobes. The relationship of these cognitive functions to acquisition of basic academic skills is discussed.

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Masterson, Julie J., Lea Helen Evans, and Mark Aloia. "Verbal Analogical Reasoning in Children With Language-Learning Disabilities." Journal of Speech, Language, and Hearing Research 36, no. 1 (February 1993): 76–82. http://dx.doi.org/10.1044/jshr.3601.76.

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This study was designed to explore the influences of both cognitive and linguistic abilities on verbal analogy completion. School-age children classified as language-learning disabled were administered five types of verbal analogies: synonyms, antonyms, linear order, category membership, and functional relationship. The performance of the children with language-learning disabilities was compared with one group of normally developing children matched for mental age and another group matched for language age. Results indicated that the group matched for mental age performed better than the other two groups on all types of analogies. Although they had significantly higher mental ages, the children with language-learning disabilities did no better than the language-matched group on any analogy type except antonyms.

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Fernández, T., W. Herrera, T. Harmony, L. Díaz-Comas, E. Santiago, L. Sánchez, J. Bosch, et al. "EEG and Behavioral Changes following Neurofeedback Treatment in Learning Disabled Children." Clinical Electroencephalography 34, no. 3 (July 2003): 145–52. http://dx.doi.org/10.1177/155005940303400308.

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Neurofeedback (NFB) is an operant conditioning procedure, by which the subject learns to control his/her EEG activity. On one hand, Learning Disabled (LD) children have higher values of theta EEG absolute and relative power than normal children, and on the other hand, it has been shown that minimum alpha absolute power is necessary for adequate performance. Ten LD children were selected with higher than normal ratios of theta to alpha absolute power (theta/alpha). The Test Of Variables of Attention (TOVA) was applied. Children were divided into two groups in order to maintain similar IQ values, TOVA values, socioeconomical status, and gender for each group. In the experimental group, NFB was applied in the region with highest ratio, triggering a sound each time the ratio fell below a threshold value. Noncontingent reinforcement was given to the other group. Twenty half-hour sessions were applied, at a rate of 2 per week. At the end of the 20 sessions, TOVA, WISC and EEG were obtained. There was significant improvement in WISC performance in the experimental group that was not observed in the control group. EEG absolute power decreased in delta, theta, alpha and beta bands in the experimental group. Control children only showed a decrease in relative power in the delta band. All changes observed in the experimental group and not observed in the control group indicate better cognitive performance and the presence of greater EEG maturation in the experimental group, which suggests that changes were due not only to development but also to NFB treatment.

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Johnson, Lynda G., and Randall W. Evans. "Hemispheric Asymmetry and Recategorized Wisc—R Patterns in Learning-Disabled and Nondisabled Children." Perceptual and Motor Skills 74, no. 1 (February 1992): 77–78. http://dx.doi.org/10.2466/pms.1992.74.1.77.

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The relationship between hemispheric processing and recategorized WISC—R patterns (spatial strengths and depressed Acquired Knowledge scores) in 14 learning-disabled and 14 nondisabled boys was examined. A genetic-prenatal hormonal basis appears most plausible.

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Shankweiler, D., S. Crain, L. Katz, A. E. Fowler, A. M. Liberman, S. A. Brady, R. Thornton, et al. "Cognitive Profiles of Reading-Disabled Children: Comparison of Language Skills in Phonology, Morphology, and Syntax." Psychological Science 6, no. 3 (May 1995): 149–56. http://dx.doi.org/10.1111/j.1467-9280.1995.tb00324.x.

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A comprehensive cognitive appraisal of elementary school children with learning disabilities showed that within the language sphere, deficits associated with reading disability are selective Phonological deficits consistently accompany reading problems whether they occur in relatively pure form or in the presence of coexisting attention deficit or arithmetic disability Although reading-disabled children were also deficient in production of morphologically related forms, this difficulty stemmed in large part from the same weakness in the phonological component that underlies reading disability In contrast, tests of syntactic knowledge did not distinguish reading-disabled children from those with other cognitive disabilities, nor from normal children after covarying for intelligence

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Chapman, James W. "Cognitive^motivational characteristics and academic achievement of learning disabled children: A longitudinal study." Journal of Educational Psychology 80, no. 3 (1988): 357–65. http://dx.doi.org/10.1037/0022-0663.80.3.357.

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Longman, R. Stewart, James Inglis, and J. Stuart Lawson. "WISC--R patterns of cognitive abilities in behavior disordered and learning disabled children." Psychological Assessment 3, no. 2 (1991): 239–46. http://dx.doi.org/10.1037/1040-3590.3.2.239.

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Murdaca, Annamaria, Francesca Cuzzocrea, Patrizia Oliva, and Rosalba Larcan. "Mental Retardation and Learning Integrating Skills." International Journal of Digital Literacy and Digital Competence 3, no. 2 (April 2012): 64–76. http://dx.doi.org/10.4018/jdldc.2012040105.

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Studies have highlighted the importance of using new technologies during the planning of educational and didactic paths to develop skills and functions in disabled patients (Bruschi, 2001). Assistive technologies represent real opportunities of e-participation to social life (Calvani, 2011; Chiappetta Caiola, 2009), which also works as scaffolding to promote developing processes (Cooke & Husey, 2002). The authors’ contribution examines the importance of technologies in supporting subjects with mental retardation. It shows the usability of many inputs that offer disabled patients the possibility to exercise cognitive styles, their own characteristics and their own autonomies to increase motivation and self esteem. The aims of this research are a) verify the effectiveness of didactic software based on Precision Teaching method; b) verify gender differences. For this study 40 children have been selected (20 boys and 20 girls) with and without mental retardation. The research consisted of 3 phases: pre-training phase, training phase and post-training phase. Results show learning improvements in each group; in spite of students’ difficulties, the use of Precision Teaching has reduced significantly the initial cognitive gap, which refers to the number of correct responses (accuracy) and to time of response (fluency) relative to the learning of how to use money.

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Hough, Sigmund. "Recognition of Unfamiliar Faces and Common Objects by Neurologically Impaired-Learning Disabled and Normal Children." Perceptual and Motor Skills 63, no. 2 (October 1986): 923–29. http://dx.doi.org/10.2466/pms.1986.63.2.923.

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The performances of 29 normal and 29 neurologically impaired-learning disabled children (aged 7.3 to 15.3 yr.) were evaluated on unfamiliar face and common object recognition tasks. Although the normal children performed better, the relative difficulty of face and object recognition was the same for both groups.

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Sears, Carol J. "Mathematics for the Learning Disabled Child in the Regular Classroom." Arithmetic Teacher 33, no. 5 (January 1986): 5–11. http://dx.doi.org/10.5951/at.33.5.0005.

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Difficulties in mathematics are often the results of maladaptive behaviors or symptoms of underlying deficits in cognitive skills such as auditory memory, visual-motor coordination, or perception of spatial relationships. These problems can influence a child's normal development in such areas as number comprehension, ability to perform mathematical operations, and understanding of quantitative concepts. Mathematical difficulties can occur in combination with problems in reading and writing but, unfortunately, a large number of learning disabled children with disabilities only in mathematics do not receive the necessary special services “due to re liance on reading assesment scores as the sole or main criterion for referral for services” (Badian 1983, 235), and thus these services remain the responsibility of the regular classroom teachers.

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Margalit, Malka, Amatzia Weisel, and Shmuel Shulman. "The Facilitation of Information Processing in Learning Disabled Children Using Computer Games." Educational Psychology 7, no. 1 (January 1987): 47–54. http://dx.doi.org/10.1080/0144341870070106.

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