Brain Responses to Stimuli in Disorders of Information Processing

1973 ◽  
Vol 6 (8) ◽  
pp. 501-505 ◽  
Author(s):  
Dianne T. Shields
Keyword(s):  
Learning Disabilities ◽  
Information Processing ◽  
Learning Processes ◽  
Normal Children ◽  
Brain Functioning ◽  
Brain Responses ◽  
Neurological Differences ◽  
Specific Learning

An approach to neurological study in children with learning disabilities is presented in which specialized measures of brain functioning are related to specific learning processes. Brain responses to stimuli in children with difficulty processing those stimuli were compared to responses of normal children. The latencies of the response components were significantly longer in the children with learning disabilities. Amplitudes of some components were significantly larger. These results suggest the possible nature of the neurological differences in children with learning disabilities and offer approaches to remediation.

Visual and Auditory Learning Processes in Normal Children and Children with Specific Learning Disabilities

1970 ◽  
Vol 36 (8) ◽  
pp. 581-589 ◽  
Author(s):  
Harold J. McGrady ◽  
Don A. Olson
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Specific Learning Disabilities ◽  
Learning Processes ◽  
Social Stimuli ◽  
Normal Children ◽  
Auditory Learning ◽  
Disability Group ◽  
Specific Learning

The study was intended to describe and compare the psychosensory functioning of normal children and children with specific learning disabilities. Each of these children was given an automated battery of 13 psychosensory tests representing various combinations of auditory and visual intra and intersensory conditions for verbal, nonverbal-nonsocial, and nonverbal-social stimuli. On the psychosensory evaluation the learning disability groups made significantly more errors on the verbal psychosensory functions, regardless of the sensory conditions. The learning disability group also performed these tasks more slowly than normal children in nearly every comparison.

A national survey of school psychologists’ practices in identifying specific learning disabilities.

2020 ◽  
Vol 35 (2) ◽  
pp. 146-157 ◽  
Author(s):  
Nicholas F. Benson ◽  
Kathrin E. Maki ◽  
Randy G. Floyd ◽  
Tanya L. Eckert ◽  
John H. Kranzler ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
School Psychologists ◽  
National Survey ◽  
Specific Learning Disabilities ◽  
Specific Learning

¿Razonamos en función de nuestro conocimiento general? Un estudio de las interacciones entre el procesamiento de la información y la inferencia lógica

2015 ◽  
pp. 33
Author(s):  
Miguel López Astorga
Keyword(s):  
Information Processing ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Formal Logic ◽  
Conditional Reasoning ◽  
General Knowledge

RESUMENEn este trabajo, analizamos un experimento sobre el razonamiento condicional de Staller, Sloman y Ben-Zeev (2000). En dicho experimento, los sujetos parecen manifestar un comportamiento contrario a las prescripciones de la lógica formal. Nosotros lo revisamosy descubrimos todas las variables que es preciso atender en los procesos de enseñanza y aprendizaje, variables que no siempre son consideradas por los docentes.Palabras clave: condicional, conocimiento general, inferencia, procesamiento de la información, representación mental.DO WE REASON ACCORDING TO OUR GENERALKNOWLEDGE? A STUDY ABOUT INTERACTIONSBETWEEN INFORMATION PROCESSING AND LOGICALINFERENCEABSTRACTIn this paper, I analyze an experiment about conditional reasoning presented by Staller,Sloman and Ben-Zeev (2000). In that experiment, the subjects’ behavior seems contradictory to prescriptions of formal logic. I check it and I discover all the variables that we need to deal with them in teaching and learning processes, despite that such variables are notalways checked by the teachers.Keywords: conditional, general knowledge, inference, information processing, mentalrepresentation.

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