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At least 37 records · Page 2Linked to original sources
PubMed1976

ACTH4-10: cognitive and behavioral effects in hyperactive, learning-disabled children.

A single dose of 30 mg i.m. ACTH4-10 or placebo was given to a sample of 20 hyperactive, learning-disabled children. No significant drug effects were obtained on measures of visual and auditory memory, new learning, impulsivity, attention, perceptual motor skills, anxiety, or behavior during testing. There was a slight increase in pulse rate for drug compared with the placebo group. These findings are in keepeing witth other recent reports of limited or insignificant cognitive effects in adults of a single dose of this peptide.

Adolescent↗
PubMed1978

Laterality preference patterns of learning disabled children.

This study concerned the prediction of group membership of 40 learning disabled and 40 normal children on the basis of preference for laterality of the children and of their parents. A stepwise discriminant analysis showed maternal and paternal lateral preferences could correctly identify approximately 85% of the cases. Orthogonal contrasts showed that, although children themselves did not differ in the degree of laterality, parents of learning disabled children were significantly more bilateral in their preference patterns than normals.

Child↗
PubMed1977

Nonverbal visual short-term memory as a function of age and dimensionality in learning-disabled children.

A serial recognition task was used to compare performance of 2 learning disability age groups with 2- and 3-dimensional representations of nonlabeled 8-point random shapes. Age-related increases in short-term memory (STM) performance for both dimensions were found. No significant differences were found between 2- or 3-dimensional stimuli. Contrary to reports of STM performance with normal children, learning-disabled children showed no primacy effect for the 2-dimensional treatment, and second choices were not consistently correct when the first choice was incorrect, These findings were interpreted according to Flavell's notions of mediational inefficiencies.

Age Factors↗
PubMed1977

Hair element content in learning disabled children.

Hair samples from 31 learning disabled and 22 normal children were analyzed for content of 14 elements. Significant group differences were determined and a discriminant function was completed which separated the groups with 98 per cent accuracy. Elevated lead and cadmium content in the learning disabled group is viewed as being of particular importance.

Cadmium↗
PubMed1978

A comparison of an ITPA estimated psycholinguistic quotient and WISC-R IQS for developmentally disabled children.

Compared an estimated Psycholinguistic Quotient, based on Cronkhite and Penner's (1975) revised scoring procedure for the ITPA Psycholinguistic Age, to the WISC-R Verbal, Performance, and Full Scale IQs of developmentally disabled children. The Quotient entered into strong relationships with the WISC-R Verbal and Full Scale IQs. The diagnostic significance of these correlations was discussed. The data indicated that the estimated Psycholinguistic Quotient was a valid measure for screening intellectual status in this population.

Adolescent↗
PubMed1978

Identifying vestibular procession dysfunction in learning-disabled children.

The purpose of this investigation was to identify neurobehavioral functions of the vestibulo-proprioceptive system that would aid the clinician in evaluating vestibular processing dysfunction in learntibulo-proprioceptive function were subjected to multiple regression analysis. Data analysis revealed that four variables shared significant variance with Southern California Postrotary Nystagmus Test scores. It is suggested that these variables can provide additional information in evaluating vestibular processing dysfunction in learning-disabled children.

Child↗
PubMed1978

Comparison of normal and learning disabled children on a nonverbal short-term memory serial position task.

A serial recall task was used to compare performance of 15 normal and 15 learning disabled elementary school children matched on CA, IQ, and sex with two and three dimensional representations of nonverbal eight-point shapes. Two a priori assumptions were not supported: (a) no differences in recall were found between groups and (b) no differences in recall were found for either group using two or three dimensional stimuli. Three dimensional stimuli did facilitate visual rehearsal at the primacy position for both groups. Learning disabled children's performance was consistent with the mediation deficiency hypothesis found with normal children.

Child↗
PubMed1976

Field dependence in visually and nonvisually involved learning disabled children.

39 visually and nonvisually perceptually impaired 8- to 11-yr.-old boys with learning disabilities were compared with a control group of 35 "normal" learners on the Rod-and-frame and Children's Embedded-figures Tests. Previous findings of greater field dependence of learning disabled children are confounded because the experimental tasks involved visual perception. In our study the 27 "visuals" were more field-dependent than either the 12 "nonvisuals" or the controls. The latter groups did not differ significantly from one another, which may in part be a function of the small sample of nonvisual children identified. Alternative explanations, e.g., the visual nature of the field-dependence measures and the lack of reading difficulty of the nonvisual group, are considered. For the visually disabled Ss only Vocabulary scores, suggesting that among such children those with higher verbal intelligence may be more field-independent.

Child↗
PubMed1977

WISC patterns and other characteristics of reading disabled children.

Theoretical positions and significant factors associated with reading disability are noted. Review of WISC studies indicates that retarded readers as a group generally perform more poorly on Information, Arithmetic, Digit Span, and Coding and more highly on Picture Completion in comparison with nonretarded readers. These results are related to factorial studies of the WISC and methodological suggestions for future research are specified.

Child↗
PubMed1978

Adaptive behavior and Uzgiris-Hunt Scale performance of young, developmentally disabled children.

The relationship between performance on a Piaget-based infant scale and adaptive behavior was assessed for 25 developmentally disabled infants and preschool children. Results indicated a significant relationship between these measures. Canonical analysis suggested the relevance of the Piagetian abilities of object permanence and foresight and the adaptive behavior skills of self-help and social behavior for this relationship. Discussion centered on research implications emerging from these findings.

Child Development↗
PubMed1978

The assessment of developmentally disabled children with the WISC-R, Binet and other tests.

Administered the WISC-R, Revised Stanford-Binet, Bender, VMI, and WRAT to 50 children referred for a multidisciplinary evaluation of developmental disabilities. The correlations among the various WISC-R measures (Standard Scores and IQs) and Binet IQ were significant, with relatively strong relationships among the Binet IQ and those WISC-R subtests that require concentration, short-term auditory memory, visual-motor integration, and the acquisition of new learning. Data showed that the Binet MA correlated as well or better with the other tests than did the various scores from the WISC-R.

Bender-Gestalt Test↗
PubMed1976

Empathy in learning disabled children.

25 7- to 12-yr.-old boys with visual perceptual problems and learning disabilities were compared on the Borke Scales for Empathy with a greater matched control group. The learning disabled group had significantly greater difficulty recognizing and labeling emotions.

Child↗
PubMed1976

[Disabled children in the federal republic of Germany in 1974 (author's transl)].

Within the scope of an additional micro-census inquiry--carried out in 1974--the Federal Statistical Office in Wiesbaden assessed the number of physically, mentally and psychologically impaired children. The results are differentiated according to the types of disability and therapy, age, in-patient treatment and special school attendance. Furthermore, the estimated results are compared with earlier surveys of the Federal Statistical Office and other estimates.

Adolescent↗