STRATEGIES IN LEARNING STRUCTURE: A COMPARATIVE. ANALYSIS OF NORMAL CHILDREN AND CHILDREN WITH LEARNING DIFFICULTIES

1972 ◽  
pp. 583-589
Author(s):  
J.M. van Meel ◽  
M.J.A. Feltzer ◽  
R.F. Schutte
Keyword(s):  
Comparative Analysis ◽  
Learning Difficulties ◽  
Normal Children

scholarly journals The Effectiveness of a Program Based on the Strategy of Positive Education in the Development of Self-Esteem of Kindergarten Children with Learning Difficulties

2014 ◽  
Vol 8 (1) ◽  
pp. 214
Author(s):  
Khadega M. Badraldien
Keyword(s):  
Education Program ◽  
Learning Difficulties ◽  
Self Esteem ◽  
Social Adaptation ◽  
Kindergarten Children ◽  
Control Group ◽  
Positive Education ◽  
Normal Children ◽  
Before And After ◽  
Experimental Group

The results of several studies have shown that children with learning difficulties suffer from low selfesteem compared to normal children, which may affect their integration with their normal peers, social adaptation, and their academic superiority in subsequent years. Positive education is one of the modern strategies in education which is intended to focus on the positive and desirable behavior of the child rather than focusing on the negative or bad behavior. The present study aimed to find out the effectiveness of a program based on the strategy of positive educationin the development of self-esteem for children who suffer from learning difficulties. The study used the pre-academic skills scale to diagnose and sort children with learning difficulties and the self-esteem scale to determine the level of appreciation for children with learning difficulties for themselves before and after the implementation of the program. Overall, the results of the study indicated that the positive education program helped in developing children’s self-esteem and appreciation for themselves. The results showed that children of the experimental group had better selfesteem than the control group, and the positive education program had a significant impact on the development of self-confidence and self image. The results also indicated that the experimental group was better in integration and social interaction than the control group. The study recommended using the strategy of positive education not only with normal children but also with those with learning difficulties. The study also recommended that parents' and teachers' awareness of the importance of positive education and its impact on the growth of the child's personality and abilities should be enhanced. 

Selecting between Competitors in Multiplication Tasks: An Explanation of the Errors Produced by Adolescents with Learning Difficulties

1997 ◽  
Vol 21 (2) ◽  
pp. 253-275 ◽  
Author(s):  
Pierre Barrouillet ◽  
Michel Fayol ◽  
Eric Lathulière
Keyword(s):  
Correct Response ◽  
Learning Difficulties ◽  
Learning Disabled ◽  
Multiplication Table ◽  
Multiple Response ◽  
Production Task ◽  
Normal Children ◽  
Memory Problems ◽  
Response Task ◽  
Weak Interference

Two experiments were conducted in order to determine the nature of the difficulties encountered by learning disabled (LD) adolescents in the resolution of multiplication problems ( a b, where a and b vary between 2 and 9). A response production task (Experiment 1) revealed that the incorrect responses generally belonged to the table of one of the two operands, and that the order of difficulty of the problems was the same for the LDs as for normal children, adolescents, and educated adults as reported in the literature. This result suggests that the difficulties are not solely due to memory problems. Experiment 2 tested the hypothesis that these difficulties were caused by a problem in inhibiting the incorrect responses from a set of possible responses. Subjects completed a multiple response task in which the correct response was presented along with three distractors. The level of interference between the correct response and the distractors was varied by manipulating the nature of the distractors (Null Interference, NI: numbers that did not belong to the multiplication table; Weak Interference, WI: numbers belonging to other tables than those of a and b; Strong Interference, SI: numbers belonging to the tables of either a or b). The SI condition resulted in a higher level of errors than the NI and WI conditions and there was no difference between these latter two conditions. This result suggests that the main difficulty encountered by LD subjects is associated with inefficient inhibition of incorrect responses. Thus, the mobilisation of inhibitory processes seems to be an important stage in the development of multiplication skills.

THE SMALL-FOR-DATE INFANT. II. NEUROLOGICAL AND INTELLECTUAL SEQUELAE

PEDIATRICS ◽  
1972 ◽  
Vol 50 (1) ◽  
pp. 50-57
Author(s):  
P. M. Fitzhardinge ◽  
E. M. Steven
Keyword(s):  
School Performance ◽  
Learning Difficulties ◽  
Normal Children ◽  
Poor School Performance ◽  
Short Attention Span ◽  
Cerebral Dysfunction ◽  
Eeg Abnormalities ◽  
A Prospective Study ◽  
Speech Defects ◽  
Children Speech

A prospective study has been done on 96 full term small-for-date infants to determine the incidence and type of neurological and intellectual sequelae. Major neurological defects were uncommon with an incidence of 1% for cerebral palsy and 6% for convulsions. Minimal cerebral dysfunction characterized by hyperactivity, a short attention span, learning difficulties, poor fine coordination and hyper-reflexia was diagnosed in 25%. EEG abnormalities predominantly of a diffuse mild nature were seen in 59% of the boys and 69% of the girls (similar EEC tracings are reported in 27% of apparently normal children). Speech defects featuring immaturity of reception and expression were present in 33% of the boys and 26% of the girls. Hearing and vision were not appreciably affected. The average IQ was 95 (boys) and 101 (girls). However 50% of the boys and 36% of the girls had a poor school performance.

scholarly journals Characteristics of cognitive in children with learning difficulties

2019 ◽  
Vol 10 (1) ◽  
pp. 141-146 ◽  
Author(s):  
Feng Liang ◽  
Panpan Li
Keyword(s):  
Family Environment ◽  
Intelligence Quotient ◽  
Learning Difficulties ◽  
Cognitive Neuropsychology ◽  
Normal Children ◽  
Full Scale Intelligence Quotient ◽  
Performance Intelligence Quotient ◽  
Cortical Regions ◽  
Intelligence Development ◽  
The Relationship

Abstract In order to explore the relationship between cognitive function in children with learning difficulties and social environment, this study uses the Wechsler Intelligence Scale and the self-made general environment questionnaire to investigate 185 children with learning difficulties and compares them with 185 normal children, and gives attention test to 50 children with learning difficulties. The results show that family environment has a certain influence on the children with learning difficulties, they have a significantly lower verbal intelligence quotient (VIQ), performance intelligence quotient (PIQ) and full scale intelligence quotient (FIQ), and the separation of VIQ and P IQ is common among them. As the children with learning difficulties grow older, their ability for abstract generalization tends to decline, which may be a characteristic of their intelligence development. This study aims to compare the functional differences in cortical regions between children with learning difficulties and children without from the perspective of cognitive neuropsychology, so as to provide effective assistance for children with learning difficulties.

Modern Approaches to Training of Children with Learning Difficulties – Unity of Individual Pedagogical, Correctional-Speech Therapy and Psychological Activity

Diogenes ◽  
2021 ◽  
Vol 29 (1) ◽  
Author(s):  
Haido Tsaruha ◽  
◽  
◽  
Keyword(s):  
General Education ◽  
Speech Therapy ◽  
Learning Difficulties ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Educational Impact ◽  
Normal Children ◽  
Is Integration ◽  
The One ◽  
Education And Development

The term „special educational abilities“ refers to children whose educational needs arise from disabilities, dysfunctions or learning difficulties. In addition to the classical methods of training and education, they also need specially oriented methods for educational impact and training, corresponding to the needs for the formation, recovery and improvement of impaired functions. Children with special educational needs need daily relationships and contacts with normal children. In this way, children with learning difficulties are provided with an environment to achieve the main goal - the formation of their socially adaptive behavior. At the heart of this approach is integration. The integration process must be bilateral. On the one hand, to include work on the socialization of children with disabilities in their usual environment, and on the other - to change the attitude of the environment, respectively the attitudes of people towards them. School integration implies enriching the environment for children with SEN, applying a system of measures to provide them with the necessary educational services in the general education system, to meet their needs, desires, interests and aspirations in such a way as to achieve the greatest possible their effective education and development.

Disturbances in the Perception of Auditory Sequence in Children with Minimal Cerebral Dysfunction

1968 ◽  
Vol 11 (2) ◽  
pp. 236-245 ◽  
Author(s):  
James Aten ◽  
James Davis
Keyword(s):  
Language Learning ◽  
Comparison Group ◽  
Digit Span ◽  
Learning Difficulties ◽  
Neurologically Impaired ◽  
Normal Children ◽  
Word Repetition ◽  
Cerebral Dysfunction ◽  
Impaired Children ◽  
Experimental Group

Three nonverbal and seven verbal recorded tests were administered to a group of 21 children with minimal cerebral dysfunction and learning difficulties, and to a comparison group of normal children. Neurologically impaired children were significantly deficient in performance on all three nonverbal tests and on backward-digit span, serial noun span, multisyllabic word repetition, scrambled sentence arrangement, and oral sequential accuracy. Perseverative behavior and bizarre responses were displayed by the experimental group as performance demands increased. Temporal ordering difficulties and reduced attention are seen to contribute to psycholinguistic problems in language learning.

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