Image and Perceptual Representation of Words in Learning Disabled and Normal Children

1981 ◽  
Vol 4 (1) ◽  
pp. 76-81
Author(s):  
Kathleen M. McCoy ◽  
Robert J. Weber
Keyword(s):  
Processing Time ◽  
Learning Disabled ◽  
Time Effect ◽  
Perceptual Processing ◽  
Mode Interaction ◽  
Perceptual Representation ◽  
Normal Children ◽  
Processing Mode ◽  
Perceptual Representations

Results of the present study indicated that learning disabled and normal children (x age = 111.4 months) process letters in words in either perceptual or imaginal modes for the attribute letter height. A large processing time effect was noted for mode of representation with perceptual representations of letters processed more rapidly than imaginal representations. There was also a subject-type-by-processing mode interaction. The results indicate that LD and normal children do not differ in perceptual processing time; however, LD children have a smaller image capacity than normals. Correlational results also suggest that the imaginal mode is more independent of other modes for normals than for LDs.

Direct Realism and Illusion

2018 ◽  
Author(s):  
J. Christopher Maloney
Keyword(s):  
Perceptual Experience ◽  
Direct Realism ◽  
Perceptual Representation ◽  
Perceptual Error ◽  
Standard Response ◽  
Perceptual Representations ◽  
Ambiguous Stimuli ◽  
Physical Objects ◽  
Apparent Problem

The supposed problem of perceptual error, including illusion and hallucination, has led most theories of perception to deny formulations of direct realism. The standard response to this apparent problem adopts the mistaken presupposition that perception is indeed liable to error. However, the prevailing conditions of observation are themselves elements of perceptual representation, functioning in the manner of predicate modifiers. They ensure that the predicates applied in perceptual representations do indeed correctly attribute properties that perceived physical objects actually instantiate. Thus, perceptual representations are immune to misrepresentation of the sort misguidedly supposed by the spurious problem of perceptual misrepresentation. Granted the possibility that perceptual attribution admits of predicate modification, it is quite possible that perceptual experience permits both rudimentary and sophisticated conceptualization. Moreover, such treatment of perceptual predication rewards by providing an account of aspect alteration exemplified by perception of ambiguous stimuli.

EEG and Behavioral Changes following Neurofeedback Treatment in Learning Disabled Children

2003 ◽  
Vol 34 (3) ◽  
pp. 145-152 ◽  
Author(s):  
T. Fernández ◽  
W. Herrera ◽  
T. Harmony ◽  
L Díaz-Comas ◽  
E. Santiago ◽  
...  
Keyword(s):  
Threshold Value ◽  
Learning Disabled ◽  
The Other ◽  
Control Group ◽  
Relative Power ◽  
Normal Children ◽  
Absolute Power ◽  
And Gender ◽  
Socioeconomical Status ◽  
Experimental Group

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.

Comparison of the WISC-R Patterns of Children of Average and Exceptional Ability

1983 ◽  
Vol 53 (2) ◽  
pp. 539-544 ◽  
Author(s):  
H. P. J. Schmidt ◽  
D. H. Saklofske
Keyword(s):  
Mentally Retarded ◽  
Learning Disabled ◽  
Group Differences ◽  
Disabled Children ◽  
Normal Children ◽  
Exceptional Groups ◽  
Diagnostic Usefulness ◽  
Verbal Performance

This study investigated the diagnostic usefulness of WISC-R Verbal-Performance IQ discrepancies, subtest scatter, and Bannatyne's subtest recategorizations with educationally normal and exceptional groups of children. The subjects for this study were four groups of 74 learning disabled, 24 mentally retarded, 94 gifted, and 85 educationally normal children. No significant differences in discrepancies in Verbal-Performance IQs occurred among the four groups although learning disabled children more often showed Performance > Verbal discrepancies. No differences were found between the samples in the amount of subtest scatter. Group differences were noted in the patterns of scores on Bannatyne's recategorizations.

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.

Differentiating LD and Normal Children: The Utility of Selected Perceptual and Perceptual-Motor Tests

1979 ◽  
Vol 2 (2) ◽  
pp. 70-75 ◽  
Author(s):  
Jean R. Harber
Keyword(s):  
Learning Disability ◽  
Normative Data ◽  
Learning Disabled ◽  
Chronological Age ◽  
Normal Children ◽  
Motor Functioning ◽  
Perceptual Functioning ◽  
Motor Tests ◽  
Iq Scores ◽  
Age Range

Instruments intended to measure perceptual functioning present a major thrust in the learning disability field for differentiating learning disabled from normal peers. This investigation is an attempt to improve on some of the limitations noted in other research efforts in this area. First, only instruments which are generally accepted as measures of perceptual and perceptual-motor functioning were used. Second, in order to avoid ceiling effects, all subjects were within the age range for which normative data on the selected instruments were available. Third, IQ scores and chronological age were partialled out in order to remove the effects of these variables.

Comparison of McCarthy General Cognitive Index and Wisc-R IQ for Educable Mentally Retarded, Learning Disabled, and Normal Children

1980 ◽  
Vol 47 (2) ◽  
pp. 591-596 ◽  
Author(s):  
Jack A. Naglieri
Keyword(s):  
Mentally Retarded ◽  
Learning Disabled ◽  
Full Scale ◽  
Normal Children ◽  
Three Samples ◽  
The Mean ◽  
Educable Mentally Retarded ◽  
The Relationship ◽  
Selection Of

The relationship between the McCarthy General Cognitive Index and the WISC-R Full Scale IQ was examined for 20 educable mentally retarded, 20 learning disabled, and 20 normal children aged 6 to 8½ yr. Selection of children was conducted so that the three groups would be comparable with res pea to age, sex, and race. The mean McCarthy Indexes for the retarded and learning disabled samples were significantly lower than the mean WISC-R Full Scale IQs. When the Index and Full Scale IQ were converted to a common metric and compared, the mean index for the retarded and learning disabled samples remained lower than the Full Scale IQs, although the differences were nonsignificant. The measures correlated significantly for all three samples and ranged from .51 to .82.

Tactile Functions in Learning-Disabled and Normal Children: Reliability and Validity Considerations

1989 ◽  
Vol 9 (1) ◽  
pp. 3-15 ◽  
Author(s):  
Moya Kinnealey
Keyword(s):  
Sensory Integration ◽  
Concurrent Validity ◽  
Southern California ◽  
Reliability And Validity ◽  
Learning Disabled ◽  
Neuropsychological Battery ◽  
Normal Children ◽  
Significant Difference ◽  
Two Measures ◽  
Test Retest Reliability

This study compared tactile functions of learning-disabled and normal children as measured by the tactile portions of the Southern California Sensory Integration Tests and the Luria-Nebraska Neuropsychological Battery, Children's revision, to explore the reliability and validity of the two measures and to determine to what extent they are able to discriminate between normal and learning-disabled children. The subjects were sixty 8-year-old children: 30 normal children and 30 children with learning disabilities. The results showed a significant difference between the tactile scores of learning-disabled and normal children. The internal consistency of both tests was .80. A test-retest reliability coefficient of .86 was obtained for both measures. The construct validity for both measures was good. Furthermore, a discriminant analysis correctly classified 90% of the children. Concurrent validity between the two measures was .73. The study also showed that individual tests of the tactile section of the Southern California tests and of the tactile section of the Luria-Nebraska battery (which was artificially divided into subsections for the purposes of this study) are less reliable than the tests given together.

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