Relating infant temperament to learning disabilities

Scholom, Allan; Schiff, Gloria

doi:10.1007/bf00918167

Cited by 13 publications

(4 citation statements)

References 8 publications

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“…These findings are consistent with those reported by Thomas and Chess, (1977), Carey et al (1977), Matheny et al (1976), and Scholom and Schiff, (1980). The better performance on cognitive tasks by children who have good attention-span also brings to mind Kagan's description of cognitive style or tempo as an important factor in problem solving (cited in Halverson & Waldrop, 1976).…”

Section: Discussionsupporting

confidence: 90%

“…The few studies that have examined the cognitive correlates of temperament in preschool or school-aged children were plagued with methodological problems. The problems are typical of early studies in a new field of inquiry—the methods of assessing temperament were unique to the study (Thomas, Chess, & Birch, 1968; Matheny, Dolan, & Wilson, 1976), involved retrospective ratings (Scholom & Schiff, 1980) and/or the academic achievement measures were limited (Carey, Fox, & McDevitt, 1977), and would be difficult to replicate. Although these studies reported significant relationships between temperament and academic achievement, interpretation and generalization of the results are restricted because of the limitations of the measures used in the studies.…”

mentioning

confidence: 99%

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Preschool temperament and performance on achievement tests.

Palisin¹

1986

Developmental Psychology

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All APA members (Fellows, Members, and Associates) receive -as part of their annual dues -subscriptions to the American Psychologist, the APA Monitor, and Psychology Today. High School Teacher and Student Affiliates receive subscriptions to the APA Monitor and Psychology Today, and they can subscribe to the American Psychologist at a significantly reduced rate.In addition, all members and affiliates are eligible for savings of up to 50% on other APA journals, as well as significant discounts on subscriptions from cooperating societies and publishers (e.g..

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Section: Discussionsupporting

confidence: 90%

mentioning

confidence: 99%

Preschool temperament and performance on achievement tests.

Palisin¹

1986

Developmental Psychology

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“…They cite three lines of evidence which support this conclusion. Firstly, there is evidence from longitudinal studies (Richman, Stevenson & Graham, 19B2;McGee, Share, Moffitt, Williams & Silva, 1987;Scholom & Schiff, 1980) that the presence of attention deficit during Accepted manuscript received 23 November 1990 Requests for reprints to: Dr. D. M. Fergusson, Christchurch Child Development Study, Depanment of Paediatrics, Christchurch School of Medicine, Christchurch Hospital, Christchurch, New Zealand. the preschool years is not prognostic of later learning difficulty, Secondly, they point to some evidence which suggests that the presence of early learning difficulties leads to a worsening of attention deficit problems (McGee, Share, Anderson & Silva, 1986). Finally, they note that there is little direct evidence to suggest that attention deficit and learning difficulties are correlated by virtue of common causal factors.…”

Section: Introductionmentioning

confidence: 99%

Attention Deficit and Reading Achievement

Fergusson¹,

Horwood²

1992

Child Psychology Psychiatry

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A model for estimating possible reciprocal relationships between attention deficit and reading achievement is proposed. This model is fitted to data for a birth cohort of New Zealand children studied at 10 and 12 years on measures of attention deficit and reading achievement. Model estimates suggest that at the age of 12 years the predominant direction of causality is that attention deficits influence reading achievement and there is no evidence to suggest that reading achievement influenced attention deficit levels. The implications of these findings are discussed.

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“…In defining the sample, the severity of the learning disability will have a bearing on the other measures, as shown by Scholom and Schiff (1980) who differentiated infant temperament in severely learning disabled boys compared with normal boys. The severity of the disability is, however, not often cited in research, and was not mentioned in the Council for Learning Disability research committee recommendations for minimum standards for the description of subjects in a learning disabilities research report (Deutsch Smith, Deshler, Hallahan, Lovitt, Robinson, Voress & Ysseldyke, 1984).…”

mentioning

confidence: 99%

Hyperactivity and Learning Difficulties

Holborow

Berry

1986

J Learn Disabil

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A survey of 1,593 (807 males) children in seven primary (elementary) schools was made by means of a rating scale measuring behavior and academic difficulty. On the graded rating of learning difficulty\ 7.7 percent of the children scored above the cut-off criterion of two standard deviations above the mean and the ratio of boys to girls was 2:1. The differences between boys and girls was statistically significant. Hyperactivity was determined in this study by using the cut-off criterion of 15 on the Conners y Short Parent-Teacher Questionnaire. There were 11.4 percent of children above this cut-off criterion of hyperactivity (17.8 percent of boys and 4.9 percent of girls). Twenty-seven percent of children found to be hyperactive also scored above the criterion value for learning difficulty; only 5 percent of the non-hyperactive group scored in the learning difficulty category. Of those with learning difficulty, 41 percent were also hyperactive; 3.2 percent of the children had both hyperactivity and learning difficulty. The behaviors that most closely correlated with learning difficulty were "fails to finish things slhe starts (short attention-span)," t( inattentive and distractible," "uncoordinated, clumsy" and "fidgeting." The implications of the findings are discussed in the context of various approaches to the definitions of learning problems. H yperactivity and learning disability are topics which have generated extensive research and discussion. Winchell (1975) lists 1,874 references on hyperactivity, and Keogh, Major, Omori, Gandara and Reid (1980) sampled 4,618 learning disability citations from 1970 to 1978 to find subject characteristics that might be the basis for common markers. In each of the past three years there have been 100 to 150 listings in Index Medicus under the headings of Hyperkinesis and Learning Disorder. In spite of this extensive publication, and a long-recognized link between hyperactivity and learning difficulties (Blanchardis still little empirical information on the relationship. One problem has been that since the introduction of the terms "Learning Disability" (Kirk & Bateman, 1962) and "hyperkinetic impulse disorder" (Laufer & Denhoff, 1957), there has been much discussion of the definitions and the criteria for labelling children as having these problems. Keogh et al. (1980) criticized unclear sample description in the several hundred articles examined from the 4,618 citations called up in their research. There was, however, a high frequency of "social-behavioral" symptoms in LD samples, and Keogh et al. commented that this relationship deserved specification. These authors found a well-documented relationship between LD and socio-economic status and a beginning in consideration of differences in patterns of LD for boys and girls. The study presented here sets out to examine these issues further.Lambert and Sandoval (1980) measured the prevalence of learning disability and the frequency of this problem among hyperactive children, using the definition of learning disability as dis...

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Relating infant temperament to learning disabilities

Cited by 13 publications

References 8 publications

Preschool temperament and performance on achievement tests.

Preschool temperament and performance on achievement tests.

Attention Deficit and Reading Achievement

Hyperactivity and Learning Difficulties

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