Being Known by the Company We Keep: The Contagion of First Impressions

1982 ◽  
Vol 5 (3) ◽  
pp. 288-294 ◽  
Author(s):  
James H. Bryan ◽  
Tanis H. Bryan ◽  
L.J. Sonnefeld
Keyword(s):  
College Students ◽  
Peer Group ◽  
Group Interaction ◽  
Fourth Grade ◽  
Learning Disabled ◽  
First Impressions ◽  
Second Grade ◽  
Disabled Children ◽  
Disabled Students ◽  
Second Child

The purposes of the present study were (a) to replicate previous findings concerning naive judges' negative immediate impressions of learning disabled children, and (b) to explore whether such impressions were correlated with the impressions formed by other naive judges concerning a second child viewed in a dyadic peer-group interaction. College students were shown videotapes of second-or fourth-grade boys playing either a host or a guest role on a simulated television talk show. One half of the hosts had been identified as learning disabled. Results indicated that while second-grade learning disabled boys were judged as at least as adaptable as and less hostile than non-learning disabled children, the opposite results were obtained with fourth-grade boys. Additionally, a second set of naive judges judged fourth-grade nondisabled children who interacted with learning disabled students to be more socially hostile than those children interacting with a non-disabled host. Reverse findings were obtained for the second-grade children. Mean ratings of the two children's social hostility by two independent groups of judges were significantly correlated.

Strategy Training: A Need for Clarification

1987 ◽  
Vol 54 (1) ◽  
pp. 24-30 ◽  
Author(s):  
Laurie U. deBettencourt
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Training Needs ◽  
Strategy Training ◽  
Disabled Children ◽  
Disabled Students ◽  
Training Interventions ◽  
Precise Understanding

On the basis of research in the field of learning disabilities it has been concluded that many learning disabled students can be characterized as strategy-deficient, inactive learners. However, a precise understanding of strategy training procedures is frequently obscured by researchers. The term “strategy training” needs to be defined more clearly so that the approaches are understood more universally. In this article I discuss the rationale for strategy training interventions with learning disabled children, describe three approaches that are currently being studied in the field, and discuss the issues that arise.

Reliability of Standardized Assessment Instruments When Used with Learning Disabled Children

1978 ◽  
Vol 1 (3) ◽  
pp. 23-31 ◽  
Author(s):  
Monte D. Smith ◽  
Carl M. Rogers
Keyword(s):  
Learning Disability ◽  
Basic Assumption ◽  
Field Work ◽  
Learning Disabled ◽  
Standardized Assessment ◽  
Assessment Instruments ◽  
Disabled Children ◽  
Disabled Students ◽  
Normative Population ◽  
Affective Assessment

Many practitioners and researchers in the learning disability field work under the basic assumption that the various assessment instruments commonly used with learning disabled populations exhibit the same reliability when used with learning disabled students as when used with a more normative population. The purpose of this study was to test this assumption by examining the reliabilities of several tests of intellectual, academic, and affective assessment when administered to learning disabled students.

A Comparison of the Proportional Reasoning Abilities of Learning Disabled and Non-Learning Disabled Children and Adolescents

1983 ◽  
Vol 6 (3) ◽  
pp. 313-320
Author(s):  
Rose Sinicrope ◽  
Lori Bell Mick
Keyword(s):  
Problem Solving ◽  
School District ◽  
Children And Adolescents ◽  
Proportional Reasoning ◽  
Learning Disabled ◽  
Disabled Children ◽  
Symbolic Form ◽  
Disabled Students ◽  
Reasoning Abilities

Noelting's (1980a, 1980b) three parallel instruments on proportional reasoning—two presenting problem-solving tasks in the ratio and division interpretations of fractions and one presenting the tasks in the purely symbolic form of numerical fractions—were administered to 6 female and 41 male learning disabled students, grades four through eight. Performances on the instruments were then compared to the performances of 120 non-learning disabled students in grades five through nine of the same school district. The purpose of the study was to determine whether learning disabled students differed in their development of proportional reasoning and whether their disability was in the use of symbols and language and not in their ability to solve proportional problems. Developmental scalograms, PPR>0.93, resulted in support of the hypothesis that the proportional reasoning abilities of the learning disabled student are developmental and thus not unlike those of the non-learning disabled student. A comparison of the three means for the two groups revealed a reversal in performance with the learning disabled students more successful at problem solving and the non-learning disabled students more successful at the purely symbolic form of numerical fractions. Unlike the non-learning disabled students, the learning disabled students' inability to express a strategy did not indicate an inability to solve the problem.

Learning Disabled Students' Conformity Responses to Prosocial and Antisocial Situations

1982 ◽  
Vol 5 (4) ◽  
pp. 344-352 ◽  
Author(s):  
Tanis Bryan ◽  
Mara Werner ◽  
Ruth Pearl
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Peer Pressure ◽  
Social Behaviors ◽  
Learning Disabled ◽  
Prosocial Behaviors ◽  
Disabled Children ◽  
Disabled Students

Junior-high school aged learning disabled and nondisabled students rated their willingness to conform to peer pressure to engage in antisocial and prosocial actions. In addition, students indicated how many friends they had, how supportive they perceived their peers and parents to be, and how often they participated in antisocial actions with friends. The results indicated that while learning disabled and nondisabled children did not differ in their estimates of likely conformity to engaging in prosocial behaviors, the learning disabled subjects rated themselves more likely to engage in antisocial actions with friends. While learning disabled children estimated having somewhat fewer friends than nondisabled students, the groups did not differ in their perceptions of peer and parent supportiveness. Results are discussed in terms of factors which may affect learning disabled adolescents' social behaviors.

Relationships among Self-Concept and School Achievement, Maternal Self-Esteem and Sensory Integration Abilities for Learning Disabled Children, Ages 7 to 12 Years

1984 ◽  
Vol 58 (1) ◽  
pp. 177-178 ◽  
Author(s):  
Beverly A. Doyle ◽  
David C. Higginson
Keyword(s):  
Sensory Integration ◽  
Southern California ◽  
School Achievement ◽  
Learning Disabled ◽  
Self Esteem ◽  
Self Concept ◽  
Disabled Children ◽  
Disabled Students ◽  
Motor Abilities

52 learning disabled students were assessed to evaluate the relationships among self-concept and (a) school achievement, (b) maternal self-esteem, and (c) sensory integration abilities. Of these variables, perceptual motor abilities as measured by the Southern California Sensory Integration Tests contributed to reported self-concept of learning disabled students.

Effect of FM Auditory Trainers on Attending Behaviors of Learning-Disabled Children

1991 ◽  
Vol 22 (3) ◽  
pp. 111-114 ◽  
Author(s):  
Ruth Blake ◽  
Barbara Field ◽  
Cecelia Foster ◽  
Felice Platt ◽  
Patricia Wertz
Keyword(s):  
Noise Level ◽  
Learning Disabled ◽  
Disabled Children ◽  
Disabled Students ◽  
Large Group ◽  
Attending Behavior

The study investigated the effect of FM auditory trainer use with learning-disabled students in the classroom. It was hypothesized that attention would improve when the noise level decreased. Four specific attending behaviors were studied to determine the effectiveness of the FM system in small and large group classroom situations. The results of this study demonstrated that learning-disabled children wearing FM auditory trainers improved their attending behavior.

Inferred Brain Hemispheric Preference and Behavior of Learning Disabled Students

1987 ◽  
Vol 64 (2) ◽  
pp. 521-522
Author(s):  
William N. Bender
Keyword(s):  
Learning Disabled ◽  
Disabled Children ◽  
Disabled Students ◽  
Paper And Pencil ◽  
Hemispheric Preference ◽  
And Behavior

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.

Immediate Impressions of Nonverbal Ingratiation Attempts by Learning Disabled Boys

1980 ◽  
Vol 3 (2) ◽  
pp. 19-28 ◽  
Author(s):  
James H. Bryan ◽  
Richard Sherman
Keyword(s):  
College Students ◽  
Young Adult ◽  
Adult Female ◽  
Learning Disabled ◽  
Disabled Children ◽  
Nonverbal Behaviors ◽  
Standardized Interview ◽  
Mothers And Children

Learning disabled and nondisabled children were videotaped while being administered a standardized interview by a young adult female. Half of the children in each group received instructions to ingratiate themselves with the interviewer, while the remaining children were told to “act naturally”. The videotapes were subsequently used in three experiments in which the nature of the observers was varied. College students, mothers, and children served as observers and were asked to rate the videotaped child on a variety of items. Videotapes were presented without sound such that the ratings were based on nonverbal behaviors. In general, it was found that observers judged learning disabled children more harshly than nondisabled youngsters.

The Multidimensional Perfectionism Scale: Correlations with Depression in College Students with Learning Disabilities

1995 ◽  
Vol 77 (2) ◽  
pp. 483-490 ◽  
Author(s):  
C. Douglas Saddler ◽  
Robert L. Buckland
Keyword(s):  
College Students ◽  
Learning Disabilities ◽  
Learning Disabled ◽  
Anxiety And Depression ◽  
Students With Learning Disabilities ◽  
Disabled Students ◽  
Men And Women ◽  
The Social ◽  
Behavioral Constructs ◽  
Undergraduate Men

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.

Academic Characteristics of Behaviorally Disordered and Learning Disabled Students

1986 ◽  
Vol 11 (3) ◽  
pp. 184-190 ◽  
Author(s):  
Thomas E. Scruggs ◽  
Margo A. Mastropieri
Keyword(s):  
Academic Performance ◽  
Factor Structure ◽  
Test Performance ◽  
Learning Disabled ◽  
Achievement Test ◽  
Disabled Children ◽  
Disabled Students ◽  
Behaviorally Disordered ◽  
Academic Characteristics

The academic performance of 1.480 behaviorally disordered and learning disabled children attending grades 1-3 was compared. Results indicated that differences in academic performance between behaviorally disordered and learning disabled students were trivial. In addition, supplementary analyses indicated that the two groups did not differ with respect to factor structure of achievement test performance, nor did they differ with respect to reading/math correlations. Implications with respect to cross-categorical education are discussed.

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