The performance of children with language-learning disabilities on two types of cognitive tasks.
The performance of children with language-learning disabilities on two types of cognitive tasks was compared to that of two groups without language-learning disabilities, one matched for mental age and the other for language (vocabulary) age. The first task, Concept Formation, measured one's ability to identify and state the rule for a concept about a set of colored geometric figures when shown instances and noninstances of the concept. The second task, Analysis Synthesis, required the identification and use of a solution key to solve an incomplete logic puzzle. Both tasks involved increases in complexity as additional items were administered. Results indicate that the children with language-learning disabilities performed at a level commensurate with the language-matched group on the Concept Formation task, and at a level commensurate with the mental-age matched group on the Analysis-Synthesis task. The implications of these findings for the nature of language-learning disabilities are discussed.
Masterson
J J
JJ
Department of Communication Disorders, Southwest Missouri State University, Springfield 65804.
D000293:Adolescent; D001077:Aptitude Tests; D016022:Case-Control Studies; D002648:Child; D003071:Cognition; D003210:Concept Formation; D005260:Female; D006801:Humans; D007805:Language Development Disorders / Q000150:complications / Q000523:psychology*; D007859:Learning Disabilities / Q000150:complications / Q000523:psychology*; D008297:Male