Function of Color in Learning an Assembly Task by Learning Disabled Adolescents

1979 ◽  
Vol 48 (3_suppl) ◽  
pp. 1195-1198 ◽  
Author(s):  
Robert B. Rutherford ◽  
Gerald S. Hasterok ◽  
Robert J. Casey ◽  
Kenneth Howell
Keyword(s):  
Learning Disabled ◽  
The Other ◽  
Color Analysis ◽  
Disabled Students ◽  
Assembly Task ◽  
Black And White ◽  
White Film

This study examined the effect of color on responses by 20 14- to 17-yr.-oId learning disabled students in a probation facility to a puzzle assembly task. Prior to the task, one of two randomly constituted groups of 10 viewed a black and white film illustrating a puzzle assembly, the other group viewed an identical film of the puzzle being assembled in color. Analysis indicated that color does not enhance performance in some cases and may inhibit performance.

Individual Differences in Learning Disabled Students' Use of Contextual Cuing

1982 ◽  
Vol 5 (2) ◽  
pp. 91-99 ◽  
Author(s):  
L.E. Reisberg
Keyword(s):  
Individual Differences ◽  
Word Identification ◽  
Learning Disabled ◽  
The Other ◽  
Disabled Students ◽  
Contextual Cuing ◽  
Connected Text ◽  
Opposite Order ◽  
The Subject ◽  
Reversal Design

This study was designed to examine individual differences among learning disabled poor readers in their use of contextual cuing to aid word identification. Words were presented to the subjects in both connected text and in isolation. The study employed a reversal design in which half the subjects read the words in the following order: context, isolation, context, isolation (ABAB). The other half of the subjects were presented with the conditions in the opposite order. Subject errors in each of the four conditions were recorded. Group statistical analysis found a significant effect favoring context over isolation. Subjects made fewer errors in the context than in the isolation conditions. An individual analysis of the subject errors using the reversal design, however, revealed that three of the subjects made consistently fewer errors in isolation than in context. This effect indicates that for some students, at least, context does not facilitate word identification.

A Systems Framework for Assessing Attitudes toward the Learning Disabled

1981 ◽  
Vol 4 (2) ◽  
pp. 217-223 ◽  
Author(s):  
Richard S. Podemski ◽  
George E. Marsh
Keyword(s):  
Organizational Structure ◽  
Learning Disabled ◽  
The Other ◽  
Disabled Students ◽  
Level Ii ◽  
Research Questions ◽  
Level I ◽  
Systems Framework ◽  
Attitude Development ◽  
School Practitioners

This article describes a systems framework for assessing attitudes towards learning disabled students. The framework consists of three levels, each being the locus of attitude development, and each affecting attitude development at the other levels. Level I describes attitudes which affect the goals of the system. Attitudes which pervade the organizational structure of the school are described in Level II. Attitudes within the student environment are described in Level III. Generalizations concerning the framework are drawn to assist researchers, school practitioners, and project directors in formulating research questions and analyzing data regarding the nature and effects of attitudes toward the learning disabled.

Superior 2X2 Slides

1975 ◽  
Vol 33 ◽  
pp. 158-159
Author(s):  
Harry Schaefer ◽  
Bruce Wetzel
Keyword(s):  
New York ◽  
High Resolution ◽  
Black And White ◽  
Fine Grain ◽  
White Film

High resolution 24mm X 36mm positive transparencies can be made from original black and white negatives produced by SEM, TEM, and photomicrography with ease, convenience, and little expense. The resulting 2in X 2in slides are superior to 3¼in X 4in lantern slides for storage, transport, and sturdiness, and projection equipment is more readily available. By mating a 35mm camera directly to an enlarger lens board (Fig. 1), one combines many advantages of both. The negative is positioned and illuminated with the enlarger and then focussed and photographed with the camera on a fine grain black and white film.Specifically, a Durst Laborator 138 S 5in by 7in enlarger with 240/200 condensers and a 500 watt Opale bulb (Ehrenreich Photo-Optical Industries, Inc., New York, NY) is rotated to the horizontal and adjusted for comfortable eye level viewing.

Resilient Factors in Students with Disabilities

2018 ◽  
Vol 5 (2) ◽  
pp. 23 ◽  
Author(s):  
Gustavo Rafael Escobar Delgado ◽  
Anicia Katherine Tarazona Meza ◽  
Andy Einstein García García
Keyword(s):  
Academic Performance ◽  
Students With Disabilities ◽  
Latin American ◽  
Descriptive Study ◽  
The Other ◽  
Disabled Students ◽  
Low Performance ◽  
The Relationship ◽  
Latin American Population

The research analyzes the relationship between factors of resilience and academic performance in disabled students studying at the Technical University of Manabí. It is a correlational descriptive study conducted with a population of 88 disabled students, of which two groups were selected, one with high academic performance and the other with low performance. A questionnaire was designed and applied to determine the level of quality of life and risk factors of adolescents. Resilience was measured with the SV-RES scale created for the Latin American population.

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.

Computerized Cognitive Training with Learning Disabled Students: A Pilot Study

1992 ◽  
Vol 71 (3_suppl) ◽  
pp. 1347-1356 ◽  
Author(s):  
F. Talbot ◽  
M. Pépin ◽  
M. Loranger
Keyword(s):  
Pilot Study ◽  
Training Program ◽  
Cognitive Training ◽  
Cognitive Skills ◽  
Mental Arithmetic ◽  
Learning Disabled ◽  
Skills Development ◽  
Control Group ◽  
Disabled Students ◽  
Computerized Cognitive Training

The effects of practicing computerized exercises in class by 59 learning disabled students who received an 8-hr. training program, 30 min. per week, were evaluated. Six exercises designed to facilitate basic cognitive skills development were used. Twelve subjects were assigned to a control group without any form of intervention. Covariance analysis (pretest scores used as covariates) showed a significant effect of training on mental arithmetic. These results suggest that practicing a computerized exercise of mental arithmetic can facilitate the automatization of basic arithmetic skills (addition, subtraction, and multiplication). The nature, progress, and evaluation of such types of intervention are discussed.

Learning Disabled Students' Spontaneous Use of Test-Taking Skills on Reading Achievement Tests

1985 ◽  
Vol 8 (3) ◽  
pp. 205-210 ◽  
Author(s):  
Thomas E. Scruggs ◽  
Karla Bennion ◽  
Steven Lifson
Keyword(s):  
Reading Achievement ◽  
Achievement Tests ◽  
Learning Disabled ◽  
Achievement Test ◽  
Strategy Use ◽  
Disabled Students ◽  
Test Items ◽  
Test Taking ◽  
Level Of Confidence ◽  
Resource Rooms

The present investigation was undertaken to identify the type of strategies learning disabled (LD) students employ on standardized, group-administered achievement test items. Of particular interest was level of strategy effectiveness and possible differences in strategy use between LD and nondisabled students. Students attending resource rooms and regular third-grade classes were administered items from reading achievement tests and interviewed concerning the strategies they had employed in answering the questions and their level of confidence in each answer. Results indicated that (a) LD students were less likely to report use of appropriate strategies on inferential questions, (b) LD students were less likely to attend carefully to specific format demands, and (c) LD students reported inappropriately high levels of confidence.

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