Cognitive Processing in Learning Disabled and Normally Achieving Boys in a Goal-Oriented Task
Ten normally achieving and ten learning disabled boys were studied as they performed a block balancing task. Some of the blocks had obvious and some had hidden weights. The learning disabled boys performed very much like younger children: they placed the blocks randomly and then adjusted them proprioceptively or they placed the blocks at their geometric center or in the spot where the previous block had balanced. Many had no theories about how things balance or described specific instances rather than rules. Inefficient language and stress-related avoidance behaviors were evident. The two learning disabled boys who expressed initial theories, however, performed more like their normally achieving peers.
KeywordsCognitive Processing Geometric Center Disable Child Learn Disable Initial Theory
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