[Learning and performance behavior of MCD children with specific partial performance weaknesses].
Twenty-four children with specific learning difficulties and 23 normal children were given various problem-solving tasks, and the strategies they used to solve the problems were analyzed in terms of information theory. This process-oriented analysis showed that the children with learning disabilities could not solve the convergent thinking tasks using simultaneous strategies but instead needed successive steps. On object-finding tasks they more frequently used a trial-and-error strategy, which they maintained in task repetition even after interactive elaboration of solution-relevant operators (low degree of learning from experience).
D000124:Achievement; D001288:Attention; D001289:Attention Deficit Disorder with Hyperactivity / Q000175:diagnosis* / Q000523:psychology; D002648:Child; D003210:Concept Formation; D006801:Humans; D007859:Learning Disabilities / Q000175:diagnosis* / Q000523:psychology; D011340:Problem Solving; D011581:Psychological Tests
Lern- und Leistungsverhalten von "MCD-Kindern" mit spezifischen Teilleistungsschwächen.