Utilization deficiencies among children with learning disabilities

Gaultney, Jane F.

doi:10.1016/s1041-6080(99)80140-x

Cited by 10 publications

(5 citation statements)

References 17 publications

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“…On the other hand, children with learning problems are often characterized by less efficient strategy use (Gaultney, 1998) and impaired performance on memory tests (Bjorklund & Douglas, 1997). The present paper elaborates on the notion that children who use a proper learning strategy will have a better performance on tests of verbal learning.…”

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confidence: 99%

Differential Development of Learning Strategies on a Pictorial Verbal Learning Test (PVLT) in Primary-School Children

Meijs

Hurks

Kalff

et al. 2009

Child Neuropsychology

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The aim of this study was to test the hypothesis that developmental differences exist in the use of learning strategies in primary school children. Serial and subjective clustering in a multitrial Pictorial Verbal Learning Test (PVLT) were compared in 79 children aged 6-12. Correlation analyses indicated that serial clustering yielded better performance when information was presented on the initial trials of the test. Subjective clustering was superior when information was presented repeatedly, i.e., after three or more trials. Analyses of variance indicated that subjective clustering was used more often in older children with repeated presentations. On the other hand, there was no increase in the use of serial clustering with age and with repeated presentations. The findings imply that training in the use of proper strategies could have benefit for children who use an inefficient learning strategy and/or have a learning problem. In addition, they point to the importance of the factor "age" in relation to the way information is presented to children.

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confidence: 99%

Differential Development of Learning Strategies on a Pictorial Verbal Learning Test (PVLT) in Primary-School Children

Meijs

Hurks

Kalff

et al. 2009

Child Neuropsychology

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“…For example, in the domain of early reading, Shaywitz et al (1995) succinctly summarized it as “the notion of cumulative advantages leading to still further advantage or, conversely, initial disadvantage being accentuated over time” (p. 894). This effect has been observed in numerous areas affecting children (e.g., in the use of cognitive strategies [Gaultney, 1998] and comprehension [Nicholson, 1999; Stanovich, 1986]), as well as in areas affecting adults (e.g., pay differentials [Tang, 1996] and accumulation of scientific prestige [Merton, 1968]).…”

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confidence: 99%

The Rhetoric and Reality of Gap Closing: When the "Have-Nots" Gain but the "Haves" Gain Even More.

Ceci

Papierno

2005

American Psychologist

254

186

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Many forms of intervention, across different domains, have the surprising effect of widening preexisting gaps between disadvantaged youth and their advantaged counterparts--if such interventions are made available to all students, not just to the disadvantaged. Whether this widening of gaps is incongruent with American interests and values requires an awareness of this gap-widening potential when interventions are universalized and a national policy that addresses the psychological, political, economic, and moral dimensions of elevating the top students--tomorrow's business and science leaders--and/or elevating the bottom students to redress past inequalities and reduce the future costs associated with them. This article is a first step in bringing this dilemma to the attention of scholars and policymakers and prodding a national discussion.

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“…Additionally, metacognitive abilities are crucial in skills such as reading and writing for children with LD (Wong, 1991). As such, metamemory may be of particular interest in this population (Gaultney, 1998;Harris, Graham, & Freeman, 1988). This review identified one study examining metamemory in children and adolescents with LD.…”

Section: Ldmentioning

confidence: 99%

Estimations of Competence in Neurodevelopmental Conditions

Wanstall

Doidge

Weiss

et al. 2019

Psihol. teme (Online)

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Estimations of competence paradigms offer methods to help us measure how well we track our performance. Bridging across the clinical research and metacognitive research traditions, we identified the Positive Illusory Bias (PIB), metamemory and meta-reasoning paradigms for assessing estimation of competence in neurodevelopmental conditions. Overall, studies from PIB paradigms suggest that individuals with Attention-Deficit Hyperactivity Disorder, Autism, Intellectual Disability and Learning Disability tend to display a positive bias in their performance relative to other informants. In metamemory paradigms, individuals with these neurodevelopmental conditions tend to show more discrepancy between their subjective judgments and their memory performance relative to comparison controls, but these findings have been less consistent than for PIB. Meta-reasoning has been less well-studied across neurodevelopmental conditions. In order to advance our understanding of whether estimation of competence is a significant domain for understanding neurodevelopmental conditions, consideration must be given to conceptual models for each neurodevelopmental condition, methodological issues (paradigm selection and interpretation of self-report and subjective judgment) and developmental considerations.

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Utilization deficiencies among children with learning disabilities

Cited by 10 publications

References 17 publications

Differential Development of Learning Strategies on a Pictorial Verbal Learning Test (PVLT) in Primary-School Children

Differential Development of Learning Strategies on a Pictorial Verbal Learning Test (PVLT) in Primary-School Children

The Rhetoric and Reality of Gap Closing: When the "Have-Nots" Gain but the "Haves" Gain Even More.

Estimations of Competence in Neurodevelopmental Conditions

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