Sex Differences in a Sample of Learning Disabled Children

1981 ◽  
Vol 4 (1) ◽  
pp. 48-52 ◽  
Author(s):  
David B. Ryckman
Keyword(s):  
Sex Differences ◽  
Cognitive Style ◽  
Motor Skills ◽  
Learning Disabled ◽  
Abstract Thinking ◽  
Disabled Children ◽  
Field Dependent ◽  
Perceptual Motor Skills

Sex differences between 27 girls and 75 boys were examined on psychological, academic, and cognitive-style measures. All students were enrolled in a program for severely learning disabled children. LD girls were found to be verbally inferior, less capable of abstract thinking, more field dependent, and more impulsive than the boys. No differences were obtained on measures of academics or perceptual-motor skills. Possible socioemotional factors were suggested as an explanation for the above differences.

Educational Kinesiology with Learning Disabled Children: An Efficacy Study

1994 ◽  
Vol 78 (1) ◽  
pp. 105-106 ◽  
Author(s):  
Kathryne M. Cammisa
Keyword(s):  
Motor Skills ◽  
Program Analysis ◽  
Learning Disabled ◽  
Disabled Children ◽  
Learning Potential ◽  
Educational Kinesiology ◽  
Perceptual Motor Skills ◽  
School Records ◽  
The Brain ◽  
Specific Learning

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.

Field Dependence and the Differentiation of Affective States

1981 ◽  
Vol 139 (1) ◽  
pp. 52-58 ◽  
Author(s):  
Katharine R. Parkes
Keyword(s):  
Sex Differences ◽  
Social Class ◽  
Cognitive Style ◽  
Field Dependence ◽  
Normal Female ◽  
Cognitive Symptoms ◽  
Affective States ◽  
Clear Cut ◽  
Field Independent ◽  
Field Dependent

SummaryThe extent to which anxiety, irritability and depression were differentiated as separate entities associated with characteristic patterns of somatic and cognitive symptoms by field dependent (FD) and field independent (Fl) normal female subjects was studied with the Hidden Figures Test and Unpleasant Emotions Questionnaire. In the Fl group the correlations between the three emotions were low and non-significant, reflecting a clear-cut differentiation in symptom configuration, as shown by psychiatrists. In the FD group the inter-correlations were significant and positive, corresponding to relatively poor symptom differentiation, comparable to that of a psychiatric patient group. This suggests that the cognitive style variable of field dependence may underly differences in symptom differentiation associated with psychiatrist/patient differences and, more generally, with social class and sex differences.

Sex Differences in Cognitive Style

1967 ◽  
Vol 24 (3_suppl) ◽  
pp. 1277-1278 ◽  
Author(s):  
Martin Fiebert
Keyword(s):  
College Students ◽  
Sex Differences ◽  
Cognitive Style ◽  
Field Dependent

The relationships between measures of masculinity-femininity (M-f) and cognitive style were explored for 61 college students. While the over-all relationship was weak, selected dimensions of M-f were significantly related to cognitive style performance, especially among girls. It appears that Ss who respond adversely to items whose content concerns feelings of pity and disgust are also field dependent in their cognitive style behavior.

Movement Difficulty and Learning Disabled Children

1987 ◽  
Vol 4 (1) ◽  
pp. 72-79 ◽  
Author(s):  
Robert Kerr ◽  
Kathy Hughes
Keyword(s):  
Motor Skills ◽  
Cognitive Skills ◽  
Task Difficulty ◽  
Learning Disabled ◽  
Disabled Children ◽  
Successful Performance ◽  
Significant Difference ◽  
Motor Difficulties ◽  
Information Processing Deficits ◽  
Processing Mechanism

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.

Figural and Verbal Creativity in Learning Disabled and Nondisabled Children

1980 ◽  
Vol 3 (3) ◽  
pp. 11-18 ◽  
Author(s):  
Sara G. Tarver ◽  
Patricia S. Ellsworth ◽  
David J. Rounds
Keyword(s):  
Sex Differences ◽  
Learning Disabled ◽  
Disabled Children ◽  
Grade Levels ◽  
Verbal Creativity ◽  
Males And Females ◽  
Main Effects

Learning disabled (LD) and nondisabled (ND) males and females at four grade levels (1, 3, 5 and 7) were compared on ten measures of figural and verbal creativity. No sex differences were found. In reference to figural creativity, originality was greater for the LD children at all grade levels, while elaboration was greater for the ND children at all grade levels. In reference to verbal creativity, group main effects in favor of the nondisabled were found; however, group x grade interactions revealed higher performance for the LD children at grade 1. This latter finding is discussed in terms of the possible effects of negative reactions of others (e.g., teachers, peers) to the unique verbalizations of young learning disabled children.

Sex Differences and Specificity of Anticipation of Coincidence

1985 ◽  
Vol 61 (3_suppl) ◽  
pp. 1135-1138 ◽  
Author(s):  
Elizabeth Petrakis
Keyword(s):  
Sex Differences ◽  
Motor Skills ◽  
Real World ◽  
Prior Experience ◽  
Men And Women ◽  
Varsity Athletes ◽  
Softball Teams ◽  
Perceptual Motor Skills

This investigation was conducted to determine if anticipation of coincidence as measured by the Bassin timer relates to “real world” skill of ball batting and to investigate further sex differences in perceptual-motor skills. 24 varsity athletes from a Midwest university's baseball and softball teams were tested on the Bassin timer and their batting averages were obtained from their respective coaches. A nonsignificant correlation suggests that the task on the Bassin timer is different from the anticipation of coincidence in hitting a softball or baseball. Evidence suggested that prior experience rather than sex may contribute to differences between men and women in perceptual-motor skills.

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